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Class, _]BlLiU_L 
Book hH 55 



SMITHSONIAN DEPOSIT 



I 

THE 



loo ... 

fOUTH'S GRAMMAR; 



EASY LESSONS IN ETYMOLOGY. 



BY 

F. W. EICOED, A.M. 



it" 



NEW YORK: 

PUBLISHED BY DANIEL BUKGESS & CO., 

No. 6 JOHN STREET. 
1853. 






Entered, according to Act of Congress, in the yftar 1853, by 

F. VV. RICOR D, 

In the Clerk's Office of the District Court for the District of 

New Jersey. 



PREFACE. 

To limit a primary work upon Grammar to Etymol- 
ogy, though unusual, will, nevertheless, it is confidently 
believed, command the approval of all those who, like 
the author, have had experience of the almost insur- 
mountable difficulties attendant upon the task of mak- 
ing intelligible the abstrusities of Syntax before the 
child is sufficiently grounded in the simpler but essen- 
tial preliminaries, the comprehension of which it is the 
object of the present little work to facilitate. 

In the absence of a suitable book, the author has for 
many years resorted to oral instructions ; and these 
instructions proving good, he now presents them to 
other teachers, in the homely garb originally and pur- 
posely thrown around them. 

Newark, N. J., July, 1853. 



CONTENTS. 



PAGE 

LANGUAGE 7 

ORTHOGRAPHY . . , 10 

ETYMOLOGY 13 

NOUNS 13 

GENDER 14 

NUMBERS OF NOUNS IT 

PERSONS OF NOUNS 20 

CASES OF NOUNS 21 

PRONOUNS 26 

PERSONAL PRONOUNS 30 

COMPOUND PERSONAL PRONOUNS . . . .31 

RELATIVE PRONOUNS . . . . . . . 32 

COMPOUND RELATIVE PRONOUNS 33 

INTERROGATIVE PRONOUNS 35 

RELATIVES AND THEIR ANTECEDENTS . . . .36 

VERBS 39 

MOODS 41 

TENSES 45 

CONJUGATION OF VERBS 46 

NUMBERS AND PERSONS OF VERBS . . . . 61 

DEFECTIVE VERBS 70 

IRREGULAR VERBS 71 



vi CONTENTS. 

PAGE 

PARTICIPLES 79 

ADJECTIVES 84 

COMPARISON OF ADJECTIVES 88 

ADJECTIVES NOT COMPARED 90 

ADVERBS 93 

ARTICLES 100 

CONJUNCTIONS 103 

PREPOSITIONS 106 

INTERJECTIONS 110 

GENERAL EXERCISES 112 



THE YOUTH'S GRAMMAR. 



LANGUAGE. 



Q. What is Language ? * 

A. Language is the expression of thoughts 
or ideas by means of signs. 

Q. What are the signs used to express thoughts or ideas ? 

A. Words. 

Q. In what way may words be used to express our ideas? 

A. They may be written or spoken. 

Q. What then may you call that kind of Language which 
is used in conversation ? 

A. Spoken Language. 

Q. What kind of Language is that which is found in 
books ? 

A. Written Language. 

Q. Do all people use the same words to express the same 
ideas ? 

A. They do not. 

Q. Can you mention any people who do not use the same 
words that you use ? 



8 THE YOUTH'S GRAMMAR. 

A. The French people do not : for in- 
stance, they call a cliair, line chaise, and a 
pen-Jcnife, un canif ; and instead of saying I 
speak, they say Je parle. 

Q. What then may you call the Language that is used by 
the French people ? 

A. The French Language. 

Q. And what Language is that called which is used by 
the English people and the people of the United States ? 

A. The English Language. 

Q. Are there any other Languages besides these ? 

A. Yes, a' great many; as the Italian Lan- 
guage, which is spoken in Italy ; the German 
Language, which is spoken in Germany ; the 
Spanish Language, spoken in Spain, &c. 

Q. What are Living Languages ? 

A. They are those Languages that are 
now spoken by the different nations of the 
earth. 

Q. Do you know of any nation that now speaks the 
Latin Language 1 

A. It is not at present a language pecu- 
liar to any nation. 

Q. But is not this Language much used ? 

A. It is much read and written in all 
countries, but spoken by very few indi- 
viduals. 



THE YOUTH'S GRAMMAR. 9 



P 



Q. When the use of a language is thus discontinued, 
what may such a language be called ? 

A. A Dead Language. 

Q. What then is a Dead Language ? 

A. It is a Language that is no longer 
spoken by any particular nation or people ; 
as, the Latin, the Ancient Greek, &c. 

Q. Do all people speak their own languages correctly ? 

A. They do not. 

Q. Why? 

A. Because all people are not well edu- 
cated. 

Q. Can you give a specimen of incorrect English ? 

A. We do not speak English correctly if 
we say lis going home; or if we say' I done 
that sum. Instead of speaking thus, we 
should say lam going home, and I did that 
sum. 

Q. How may you learn to speak English correctly ? 

A. By studying English Grammar. 



10 THE YOUTH'S GRAMMAE. 



ENGLISH GRAMMAR. 

ORTHOGRAPHY. 
Q. What is English Grammar ? 

A. English Grammar is the science of 
speaking or writing the English language 
correctly. 

Q. What should we understand in order to be able to 
write well ? 

A. We should understand the use of let- 
tew, syllables and to or ds : that is we should 
know how to spell. 

Q. T^hat is this part of Grammar called which treats of 
letters, syllables, words and spelling ? 

A. It is called Orthography. 

Q. What is a letter ? 

A. A letter is a character used in writing 
or printing to represent a sound of the hu- 
man voice : as A, B, s, g, f. 

Q. How many letters are there in the English Alphabet ? 

A. Twenty-six. 

Q. What are they ? 

lAa, Bb,Cc, D d, Ee, F f, Gg, H h, 
I v J j, Kk, L 1, Mm, N n, O o, P p, Q q, 
R r, Ss, Tt, Uu, Vv, Ww, X x, Yy, Z z. 

Q. Into how many classes are these letters divided? 



THE YOUTH'S GRAMMAR. 11 g 

A. Into two classes ; Vowels and Con- 
sonants. 

Q. What is a vowel ? 

A. A vowel is a letter which makes a per- 
fect sound when spoken alone. 

Q. Which of the letters are vowels ? 

A. They are aeiou. 

Q. What is a consonant ? 

^4. A consonant is a letter which cannot be 
uttered without being joined to a vowel. 

Q. Which of the letters are consonants ? 

A. All those which are not vowels ; name- 
ly, bcdfghjklmnpqrstvwxyz. 

Q. Which letters are sometimes vowels and sometimes 
consonants ? 

A. They are w and y. 

Q. How many forms of letters are there ? 

A. Two. 

Q. What are they 1 

A. They are called Capitals and Small let- 
ters. The capitals are written thus, A A, 
B B, and the small letters thus, a a, b b. 

Q. When should Capitals be used ? 

A. 1. Capitals should be used at the be- 
ginning of every distinct sentence. 2. They 
should always begin any of the names of 
Deity : as Gk>d, Lord, Almighty, Jehovah. 



ir >12 THE YOUTH'S GRAMMAR. 

3. They should begin all proper names and 
titles, as John, Boston, Newark Daily Ad- 
vertiser, Governor Stratton. 4. The words 
land should be capitals, as John said, " 
see ! I have the prettiest." 

Note.— More perfect rules for the use of capitals will be 
given in another Part. 

Q. When should small letters be used? 

A. They should form the main part of s 
book or manuscript. 

Q. What is a syllable ? 

A. A syllable is one letter, or more than 
one letter, pronounced at a single sound as. 
he, I, they, whom. 

Q. "What is a word ? 

A. A w r ord is one syllable, or two or more 
syllables joined together in writing or speak- 
ing, to convey an idea. 

Q. Can you mention a word of one syllable ? One of 
two syllables ? One of three ? 

Q. You know that many words are used to signify the 
names of persons and things ; do all words signify names? 

A. They do not. 

Q. Can you mention some words which are names and 
some that are not names ? 

A. Book, pencil, John, Newark are names. 
Brett I/, speak, to, and truly, are not names of 
anything. 



THE YOUTH'S GRAMMAK. 13 

ETYMOLOGY. 

Q. What is Etymology ? 

A. Etymology treats of the different Parts 
of Speech. 

Q. "What do you mean by different Parts of Speech ? 

A. We mean different kinds or classes of 
words. 

Q. How many different classes of words or Parts of 
Speech are there? 

A. Ten. 

Q. What are they called ? 

A. 1 Noun, 2 Pronoun, 3 Verb, 4 Parti- 
ciple, 5 Adjective, 6 Adverb, 7 Article, 8 
Conjunction, 9 Preposition, 10 Interjection. 

OF NOUNS. 
Q. What are Nouns ? 

A. All words which name or stand for 
persons, places or things are Nouns ; as John, 
which is the name of a person ; Boston, 
which is the name of a place, and stone, which 
is the name of a thing. 

Q. What kind of Nouns shall we call those which name 
particular places and particular persons and particular peo- 
ple, such as Boston, "Newark, John, Mary ? Greeks, Mexicans ? 

A. Proper Nouns. 

Q. Can you mention twelve Proper Nouns? 
Q. What shall we call those nouns which stand for sorts: 
or hinds, as man, bird, book, horse f 

2 



W THE YOUTH'S GRAMMAR. 

A. Common Nouns. 

Q. Can you mention twelve Common Noons ? 

Q. Can you tell which words are Proper Nouns in the 
following sentences ? Which are Common ? 

John lias a book. Dick has a kite. Mary takes a pin. 
The cat eats mice. James has John's knife. Boston is a 
large city. The dog hit James' finger. The Irish are kind 
people. I shall see my uncle, aunt and sister Mary soon. 
John's cousin has bought a horse, a dog and a gun. The 
fish in this basket is longer than my foot. The string is in 
my pocket. Where is the hook? The slate is broken." Pick 
ap the pieces and frame. I have found Joseph's paper and 
his pen and inkstand. John's father has gone to London or 
Paris. General Taylor was a brave soldier. His numerous 
and great victories have proved that the Mexicans are not 
Americans. Presbyterians, Baptists, Methodists and all 
righteous people will be brethren in heaven. 

OF THE GENDER OF NOUNS. 

Q. What does gender mean ? 

A. Gender means kind or sort, and is ap- 
plied to nouns in distinguishing their sex. 

Q. How many genders are there ? 

A. Two. 

(J. What are they called I 

A. Masculine and Feminine. 

Q. What does Masculine mean ? 

A. Male ; and a Masculine noun is a noun 
of the male sex, as man, hoy, tailor, bull. 

Q. What does Feminine mean : 



THE YOUTH'S GRAMMAK. 15 

A. Female; and a feminine noun is a 
noun of the female sex, as woman, girl, tail- 
oress, cow. 

Q. Do all nouns have gender ? 

A. No ; because all nouns have not sex ; 
for example, a book or a pen-knife is neither 
male nor female. 

Q. You say that a book is neither male nor female ; now 
the word neuter means neither, and would not this word 
nenter be a good word to apply to nouns which are neither 
male nor female ? 

A. It would ; and we might call such 
nouns as chair, pencil, paper, house and city 
of neuter gender, as they are neither mascu- 
line nor feminine. 

Q. Do you not then have three genders ? 

A. No, we have only two : the masculine 
and feminine ; for as neuter means neither, of 
course neuter gender means no gender at all. 

Q. Can you tell the nouns and their gender in the follow- 
ing sentences? 

The boy has a book. James bit an apple. The man found 
John. Mary is very good. Girls love to play. Susan has 
an apron. The tailor made my coat. The Irishman has a 
spade. The blacksmith beats iron. The seamstress sews 
well. Sarah's mistress is a good woman. My master is a 
worthy man. 

Q. Can you tell what is the gender of the noun bird f 

A. Bird may be of thrf masculine or femi- 



16 tiie youth's grammar 

nine gender ; because a bird may be of the 
male or female sex. 

Q. Of what gender is the noun fish ? 

A. Fish may be masculine or feminine ; 
because a fish may be of the male or female 
sex. 

Q. Of what gender is the noun child ? 

A. It may be masculine or feminine ; be- 
cause the name child does not indicate the 
sex, which may be either male or female. 

Q. What may you say of the gender of such nouns a9 
bird, fish, and child? 

A. We may say that both genders are 
common to them ; or we may call their gen- 
der common gender. 

Q. You have said before that there are two genders, the 
masculine and the feminine ; now if we call such nouns as 
bird, fish and child of common gender, shall we not have 
three genders ? 

A. No'; for when we say that a noun is 
of common gender, we mean that it may be 
either of the masculine or feminine gender. 

Q. Can you repeat now what you have said about the 
gender of nouns ? 

A. The names of males are mascvline ; as 
John, lawyer, bull. The names of females 
are feminine ; as girl, Susan, loasherivoman, 
coin. The names of objects which have no 



THE YOUTH'S GRAMMAK. 17 

sex are of neuter gender, which means neither 
male nor female ; as, broom, ship, table. The 
names of objects which may be either male 
or female are of common gender, which means 
either masculine or feminine. 

Q. Can you now tell the nouns and their respective gen- 
ders in the following sentences ? Can you also tell which of 
these nouns are Proper and which Common ? 

John is a little boy. "Where is Peter's lamb ? Mary has 
my black hen. The doctor has a pig. William drives a 
cow. A tailor uses a thimble. I see a book and a pin. 
Cabbages grow in the garden. A snipe is a small bird. 
John has a fish on his hook. A donkey is a stupid animal. 
Some boys are as stupid as donkeys. 

OF THE NUMBERS OF NOUNS. 

Q. When I say that John has a cent, you do not under- 
stand by this, that John has his pocket full of cents, and is 
much to be envied ; on the contrary, you think that John is 
in rather poor circumstances with only a cent to boast of. 
Suppose now that I say, John has some cents. Your ideas 
now about John's worldly prospects are much changed, and 
you can fancy that John has his hat, pockets and boots filled 
with coppers ; and this great change in John's condition is 
made, you see, by simply adding the letter s to the word cent 
making it cents. In the first case John had a single cent or 
one cent, and in the second case John had & plurality of 
cents, or more cents than one. Now, what knowledge dc 
you gain from this ? 

A. We see by this that a word may be so 
written as to stand for a single thing only,. 
2* 



18 THE YOUTH'S GRAMMAR. 

and that the same word may be so altered 
as to stand for more than a single thing ; as, 
for instance, the word cent means one cent, 
and, altering the w r ord cent to cents, it then 
means more than one. 

Q. By this, then, you can get some idea of what is meant 
by numbers of nouns. Can you tell what numbers serve to 

show ? 

A. Numbers serve to show whether we 
speak of one object or of more than one. 

Q. As the word singular means only one, what name can 
you properly give to that number which denotes only one ? 

A. Singular number. 

Q. As the word Plural implies more than one, what 
name can you *properly give to that number which denotes 
more than one ? 

A. Plural number. 

Q. How many numbers then have nouns ? 

A. Two: the singular number and the 
plural number. 

Q. What does the singular number denote ? 

A. It denotes but one : for instance, we 
say that the word table is of the singular 
number, because it means only one table. 

Q. What does the plural number denote? 

A. It denotes more than one : for instance, 
we say that the word tables is of the plural 



THE YOUTH'S GRAMMAE. 19 

number, because it means more than one 
table. 

Q. .Can you tell the gender and number of the nouns in 
the following sentences ? 

The merchant has a box. John has boards and boxes. *I 
have a book and a pen. You have books and pens. See my 
uncle and my aunt. Uncles and aunts are kind. Your 
knife is black. All knives are not black. Do you know this 
lady ? Some churches are of stone. The cat can catch a 
mouse. Cats are very fond of mice. This child is chasing 
a goose. These children are chasing the geese. Mary's 
mother is John's aunt. I have a wife and my sons have 
wives. These ladies are handsome. Boston is a large city. 
Albany and Utica are cities. 

Q. What do you observe about the formation of the 
plural ? 

A. We see that a noun is made of the 
plural number by sometimes adding an $ or 
by changing its spelling in some way. 

Note. — Eules for the formation of the plural are rather 
calculated to perplex than enlighten the young beginner. 
They will be. given in another part. 

Q. Can you tell the plural of the following nouns : 



Hat 


Pig 


Inkstand 


Calf 


Hen 


Rat 


Paper 


Leaf 


Lamp 


Stool 


Day 


Knife 


Lesson 


Pencil 


Fly 


Berry 


Key 


Man 


"Woman 


Porch 



You have now learned two things about nouns ; namely, 
their gender and their number. There are two more things 



20 THE youth's grammar. 

Which you must learn about them before we can talk of 
other words, and one of these two things is the 'persons of 
nouns, to which you must now give good attention. While 
you are studying this book and answering these questions, I 
hope that you think about what you here see, for even 
though you have an excellent teacher you can never learn 
anything without thinking a little for yourselves. 



OF THE PERSONS OF NOUNS. 

In grammar, the word person is applied to nouns in order 
to distinguish — 1, the speaker in a sentence, which is the 
1st person ; 2, the person or thing spoken to, which is the 2d 
person ; 3, the person or thing spoken of, which is the od 
person. 

Perhaps you do not understand all this just now, but if 
3 7 ou think well over what you read here I hope you will un- 
derstand it soon. Attend now to these questions and an- 
swers, and do not try to learn them by heart before reading 
them carefully and striving to understand them. 

Q. When we speak of the person of a noun what do we 
mean? 

A. We mean its position or place. 

Q. You can speak to a person or thing ; for instance, 
you can say, John, give me my hook. Now, as you speak 
to John, in what position or place is the noun John? 

A. John is a person spoken to. 

Q. You have been told that persons or things spoken to 
were in the second person. If, then, you say, John, give me 
my look ! in what person is John ? 

A. John is in the second person because 
he is spoken to. 



THE YOUTH'S GRAMMAR. 21 

Q. When you say, John, give me my book, do you speak to 
the hook or "do you speak of the book 1 

A. We speak of the book. 

Q. If you speak of the book in what person then will 
the book be ? 

A. It will be in tlie third person, because 
it is in the person spoken of. 

In order to tell the person of a noun, you have only to see 
whether the noun is spoken to or whether it is spoken of; 
and this you can tell in one moment, if you will only think 
a little. Remember now, that a noun spoken to is in the 
second person, and a noun spoken of is in the third person, 
and then tell the gender, number, and person of the nouns in 
the following sentences : 

John, where is my hat ? Your hafc is on the table. Susan, 
take Jane's pen. My knife is in the chest. John's father is 
very sick. This cat has a big rat. Farmers have horses 
and ploughs. William, don't shake the desk ! Hallo, Jo- 
seph ! where are you ? Here I am John, in the tree. Throw 
an apple into my hat. John attend to your lesson. 

Note. — Whether a noun can ever be of the first person, 
will be discussed in another part. 



OF THE CASES OF NOUNS. 

Case means the relation which a noun has to some other 
word in the sentence. I will now explain what this means, 
and you must read slowly and try to understand. If I say 
John struck the pitcher, you perceive that an action has been 
performed, and that John has performed it. John has done 
something : he has performed an action ; therefore John is 



22 THE youth's grammar. 

an actor or an agent. The noun John is then said to be in 
the Nominative Case, and is related to the word struck as 
the agent of the action which the word struck describes. 
All this you may understand by reading it over two or three 
times thoughtfully. 

Q. John struck the pitcher. Who does something here? 

A. John : he struck the pitcher. 

Q. "What may the noun John then be called ? 

A. An agent or doer of the action ex- 
pressed by the word struck. 

Q. In what case, then, shall we say that the noun John is \ 

A. In the Nominative Case, because it is 
the actor. 

Q. Are we told in this sentence that the pitcher does 
anything ? 

A. No. 

Q. Is the pitcher then an agent or actor ? 

A. No. 

Q. Can the pitcher then be in the same case that John is I 

A. It cannot. 

Q.Why? 

A. Because it does not stand related to 
the word struck as the agent of the action 
which the word struck expresses. The 
pitcher did not strike, but John struck the 
pitcher. 

Q. In what way is the pitcher related to the word struck? 

A. The pitcher received the blow which 
the word struck informs us was given, and 



THE youth's gkammar. 23 

therefore the word pitcher is the object of 
John's action. 

You see, then, that the pitcher is in a very different case 
from John. Now, to be the object of an action is what is 
called being in the objective case, which is not always so 
pleasant a case to be in as the Nominative. 

Q. In what case, then, will you say that the noun pitcher 
is? 

A. In the Objective Case. 

Q. Why ? 

A. Because it is the object of the action 
expressed by the word struck. 

Q. Can you tell in what cases the nouns in the following 
sentences are ? 

James broke the stick. The dog bit the pig. The cow 
eats the hay. The horse kicked John. Jane studies her les- 
son. Mary wrote a letter. The boy drove the horse. John 
made a large kite. Susan tore her paper. Jane burned her 
new hat. The hog upset the barrel. The horse threw poor 
Dick. 

I have now told you about two cases, namely, the Nomi- 
native and Objective. There is one more case of which I 
will now speak, namely, the Possessive Case, which you will 
soon learn to distinguish, as the noun in this case is generally 
accompanied by the letter s and an apostrophe ('). We w iU 
take an example : John struclc William's pitcher. In this 
example you learn two things, namely ; 1, that John 
struck a pitcher ; and, 2, that the pitcher belonged to Wil- 
liam. You know that John is in the Nominative Case ; that 
pitcher is in the Objective Case, and that William is in nei- 
ther of these cases, because William does nothing, nor is any- 



24 the youth's grammar. 

thing done to him ; he is simply spoken of as the possessor 
of the pitcher. This certainly must he very plain. 

Q. Now, in what case is the noun William ? 

A. In the Possessive Case, being the pos- 
sessor of the noun pitcher. 

Q. In what case, then, are those nouns which denote 
possession ? 

A. In the Possessive Case. 

The cases of nouns may he arranged, then, in the following 
manner, which is called declension. I shall give you the de- 
clension of two or three nouns to show you that the plural 
number of nouns is not always formed in the same way : 

Declension of the noun Farmer. 

Singular. Plural. 

Norn. Farmer. Fom. Farmers. 

Pass. Farmer's. Poss. Farmers 7 . 

Obj. Farmer. Obj. Farmers. 

The noun Max. 

Mm. Man. Norn, Men. 

Poss. Man's. Poss. Men's. 

Obj. Man. Obj. Men. 

Q. What do you learn from these examples, of the form- 
ation of the Possessive Case Singular ? 

A. We learn that it is formed by adding 
the letter e to the noun, placing between the 



THE YOUTH'S GRAMMAR 25 

noun and the s a little mark called an apos- 
trophe. 

Q. How is the Possessive Plural generally formed ? 

A. It is generally formed by adding an 
apostrophe only to the Nominative Plural. 

You may now tell the gender, number, person and case of 
the nouns in the following sentences : 

John took Jane's book. Jane struck John's dog. The 
boy spun the top. The girl eats some pears. Boys love figs 
and cake. Soldiers carry guns. Holla Sam ! cut this string ! 
Hist, Ponto i catch the pig ! Come here puss ! drink Jane's 
milk. Squirrels can crack nuts. Mice gnaw wood and rags. 
James sees the farmer's goose. 

I have now told you about one of the Parts of Speech 
called Nouns. You may now answer the following questions 
which I hope you can do without any assistance from your 
teacher or anybody else : 

QUESTIONS ON THE NOUN. 

What is a noun ? How many kinds of nouns are there ? 
"What are they called ? What is a proper noun ? What is a 
common noun ? How many genders are there ? What are 
they called ? What does masculine mean ? What does fem- 
inine mean ? What nouns are of common gender ? What 
nouns are of neuter gender ? What does number serve to 
show ? How many numbers are there ? What does singular 
mean ? What does plural mean ? How can you make a 
noun plural ? What is meant by the person of a noun ? 
How many persons are there? What are they called ? When 
is a noun in the second person ? When in the third person ? 

• 3 



26 THE youth's grammar. 

What does case mean? How many cases are there? What 
are they called ? When is a noun in the Nominative ? When 
in the Possessive ? When in the Objective ? 



OF PRONOUNS. 
Q. What does the word Pronoun mean ? 

A. It is a word that signifies instead of 
noun. 

Q. What is a Pronoun ? 

A. A Pronoun is a word that is used in- 
stead of a noun, as, John opens his book and 
reads it. 

Q. Which word is a Pronoun in this sentence ? 

A. The word it is a Pronoun, and is used 
here instead of the noun book, because it 
would not sound well to say, John opens 
his book and reads book. 

Q. What, then, is the use of a Pronoun ? 

A. A Pronoun is used in order to avoid 
the repetition of the noun ; for example, we 
say, father is going to ride his horse instead 
of saying — father is going to ride father's 
horse. 

Q. Which is the Pronoun in the sentence — Father is go- 
ing to ride his horse ? 

A. The word Ms, because it is used instead 
of repeating the word father. 



THE youth's grammak. 27 

Q. Can you mention a few words which you consider 
Pronouns ? 

A. The words, I, thou, he, she, it, we, you, 
ye, they, my, his, her, hers, its, our, ours, 
yow*, yoiws, their, theirs, me, him, us, them, 
are Pronouns, because we see that they 
are words used for persons and things which 
are known by other names. 

Q. For what kind of nouns do the Pronouns he, his, and 
him, stand ? 

A, They stand for nouns of the masculine 
gender. 

Q. For what kind of nouns do the words she, her, and 
hers, stand? 

J., For nouns of the feminine gender. 

Q. For what kind of nouns do it and its stand ? 

A. For nouns of neither gender. 

Q. Do you see, then, that Pronouns have gender ? 

A. We do. 

Q. What regulates the gender of Pronouns ? 

A. The nouns for which they stand ; as, 
Mary has John's book, and she will not give it 
to him. Here she stands for Mary, a noun 
of the feminine gender, and it stands for 
booh, a noun of neuter gender, and him stands 
for John, a noun of the masculine gender. 

Q. Have Pronouns, then, the same genders as nouns? 

A. They have. 



28 THE YOUTH'S GRAMMAR. 

Q. Nouns you know have number. Now, if Pronouns 
stand for nouns, should not pronouns likewise have num- 
ber? 

A. They should. 

Q. Are there any Pronouns that stand for a single noun, 
or a noun in the singular number ? 

A. Yes ; the Pronoun he stands for one 
person, so does the Pronoun him, so does it, 
and his, and /, and 7ne. 

Q. Are there any Pronouns that stand for more than one ? 

A. The Pronoun they stands for more than 
one person ; so does them, and theirs, and we, 
and us. 

Q. According to what you say, Pronouns have two of the 
modifications which nouns have, namely, gender and number; 
have they any other modifications ? 

A. Yes. Like nouns they also have case. 

Q. Can you give an instance of this ? 

A. John struck the pitcher, and he broke 
it. Here the Pronoun lie is in the nomina- 
tive case, because it stands for the actor, and 
the Pronoun it is in the objective case, be- 
cause it stands for the object of the action. 

Q. Very well, you here show that Pronouns have the 
nominative and objective case ; can you show whether they 
have also the possessive case ? 

A. John broke the pitcher with his stick. 
Here the Pronoun his shows that the stick 



THE youth's gkammar. 29 

belonged to John ; and his is used in order 
to avoid using the noun John, twice, for it 
would not sound well to say — John broke 
the pitcher with John's stick. 

Q. In what case, then, is the word his ? 

A. It is in the possessive case. 

Q. You have showed now that Pronouns have gender, 
number, and case ; have they any other modifications ? 

A. Yes : they have, likewise, person. 

Q. Can you show this ? 

A. John, let that pitcher alone ! I know 
you will break it. In the last of these two 
sentences I is a Pronoun of the 1st person ; 
because it stands for the person that speaks ; 
you is of the 2d person, because it stands for 
the person spoken to ; and it is of the 3d per- 
son, because it stands for the thing spoken 
of- 

Q. Can you mention again the modifications of pro- 
nouns ? 

A. Pronouns, like nouns, have number, 
gender, and case. 

Q. Can you repeat those Pronouns that are called Per- 
sonal Pronouns ? 

A. They are 7, Thou, He, She, It. 

Q. Which is the Pronoun of the 1st person ? 

A. I. 

3* 



30 THE youth's grammar. 

Q. Which is of the 2d person ? 

A. Thou. 

Q. Which of the 3d person ? 

A. There are three of the 3d person ; 
namely, He, She, It He is of the 3d person 
mcbsculine ; She is of the 3d person feminine, 
and It is of the 3d person neuter. 

I wish you now to decline the following Personal Pro- 
nouns : 

PERSONAL PRONOUNS. 

/of the 1st person, both genders. 

Singular. Plural. 

Nom. I. Norn. We. 

P088. My or mine. Poss. Our or ours. 

Obj. Me. Obj. Us. 

Thou of the 2d person, both genders. 

Norn. Thou. Nom. Ye or you. 

Poss. Thy or thine. Poss. Your or yours. 

Obj. Thee. Obj. You. 

He of the 3d person, masculine gender. 

Nom. He. Nam. They. 

Poss. His. Poss. Their o&theirs. 

Obj. Him. Obj. Them. 



THE YOUTH'S GRAMMAR. 31 

She of the 3d person, feminine gender. 

Singular. Plural. 

• Nbm. She. Nbm. They. 

Poss. Her or hers. Poss. Their or theirs. 

Obj. Her. Obj. Them. 

It of the 3d person, neuter gender. 

Nbm. It. JVom. They. 

Poss. Its. Poss. Their or theirs. 

Obj. It, 05j. Thern. 

I wish you now to mention the Pronouns, likewise their 
gender, number, and case, in the following sentences : 

John struck him. I bought it of Dick. My knife is small. 
You will hurt me. We have found our key. Thou hast lost 
thy book. I tell thee, thou hast lost it. Yes, thine is lost, 
where is mine ? Do you tell us that yours is found ? John 
is smart : he has learned his lesson. Jane is kind : she 
helps her sister. Boys are foolish when they waste their 
time. The oyster opens its shell. Here are boys and girls ; 
do you know them ? 

OF COMPOUND PERSONAL PRONOUNS. 
Q. What is a Compound Personal Pronoun ? 

A. It is a pronoun formed by adding the 
word self to some other pronoun. 

Q. To what pronouns can you add the word self? 

A. To the following, namely, my, our, 
thy, your, him, them, her, its. 

Q. Can you tell, then, the Compound Personal Pronouns i 



32 THE youth's grammar. 

A. They are as follows : 

Singular. Plural. 

Nbm. and'Obj. Myself. Norn, and Obj. Ourselves. 
" " Thyself. « " Yourselves. 

" " Himself " " Themselves. 

44 " Herself. " " Themselves. 

" " Itself. " " Themselves. 

Q. "What case seems to be wanting to Compound Per- 
sonal Pronouns ? 

A. The possessive. 

OF THE RELATIVE PRONOUNS. 
Q, What are Relative Pronouns ? 

A. Relative Pronouns are those pronouns 
which relate to some other noun or pronoun 
in the sentence, as, John is the boy that 
knows his lesson. 

Q. Which is the Relative in this sentence ? 

A. The word that, and it relates to boy. 

Q. What is that word called to which the Relative Pro- 
noun relates? 

A. It is called the Antecedent; and the 
word boy in the last sentence is the antece- 
dent of the Relative Pronoun that 

Q. How many Relative Pronouns are there ? 

A. Four ; namely, who, luhich, what, and 
that 

Q. Do these pronouns ever change their forms ? 

A. They do; for instance, the pronoun 



the youth's grammar. 33 

who, sometimes becomes whose and whom ; 
the word whose, is in the possessive case ; 
and the word whom is in the objective case. 

Q. Can you decline these pronouns ? 

A. SINGULAR. PLURAL. 

Nom. Who. Nom. Who. 

Poss. Whose. Poss. Whose. 

Obj. Whom. Obj. Whom. 

Nom. Which. Nom. Which. 

Poss. Whose. Poss. Whose. 

Obj. Whom. Obj. Whom. 

Q. Is the possessive case of the pronoun which much 
used? 

A. It is not much used, because it more 
properly relates to persons than to things ; 
and the same thing may be said of the pos- 
sessive case of the pronoun that, which is 
declined as follows : 

Singular. Plural. 

Nom. That. Nom. That. 

Poss. Whose. Poss. Whose. 

Obj. That. Obj. That. 

OF COMPOUND RELATIVE PRONOUNS. 
Q. What are Compound Relative Pronouns ? 

A. They are those Relative Pronouns 
which may be united to the words soever or 



34 THE youth's grammar. 

ever, making one word, as whoever, whatso- 
ever. 

Q. Can they be declined ? 

A. They can, in the same way as the pre 
ceding words ; as, 

Singular. Plural. 

Nom. Whosoever. Nom. Whosoever. 

Poss. Whosesoever. Poss. Whosesoever. 

Obj. Whomsoever. Obj. Whomsoever. 

Q. Can you mention any word that is regarded as a Com- 
pound Relative besides those ending in soever and ever. 

A. The word what is sometimes one ; and, 
when this word is a Compound Relative 
Pronoun, it is equivalent to the words that 
which. 

Q. Can you give an instance of its use ? 

A. John sees what he wants. Here the 
word what is a Relative Compound Pronoun, 
and means that which, for we might have 
said — John sees that which he wants. 

I wish you now to tell the pronouns, and the class to 
which each belongs in the following sentences : 

I have hurt myself. We will avoid them. They praise 
themselves. Whosoever will, let him come. Of whomso- 
ever you speak. He is the one of whom I speak. Does he 
know what you say. It is his book that I desire. Have 
you seen the one of which J-ou speak. It was George who 
said it. 



THE youth's grammar. 35 



- OF INTERROGATIVE PRONOUNS. 
Q. What are Interrogative Pronouns ? 

A. They are pronouns that are used in 
asking questions ; as, What do you see ? 

Q. Which word in this sentence is an Interrogative Pro- 
noun ? 

A. The word what, as it is this word that 
asks the question. 

Q. How many Interrogative Pronouns are there ? 

A. Three ; namely, Who, What and 
Which. 

Q. Are they declined ? 

A. They are as follows : 

Singular. Plueal. 

Nom. Who. Nbm. Who. 

Poss. Whose. Poss. Whose. 

Obj. Whom. Obj. Whom. 

Q. As they are spelled precisely like the Relative Pro- 
nouns, how are you to distinguish them ? 

A. They may be easily known, because 
they begin a question ; as, What does that 
man wish ? 

I wish you now to tell the pronouns in the following sen- 
tences, the class to which each pronoun belongs, likewise the 
gender, number, person, and case of the Personal Pronouns. 

I see John and his dog. John, where is your book ? Thou 
art a good boy. We are old friends. They know their les- 



36 the youth's grammar. 

sons. What do yon know ! Who is shaking my arm ? 
I know the man who struck you. Whom do you see ? I 
see him of whom you speak. Whoever wants it, may have 
it. I will have it ; I care not whose it is. Whose knife 
have you ? She is a very good girl. Here is a pin. Who 
wants it? I want it; give it to me. It is mine; where is 
its head ? Do you know our houses ? Oh, yes ! I know 
them well. I found the knife that you lost. Do you see 
what I have? Whatever it is, I do not want it. John has 
learned his lesson. We have injured ourselves. 



RELATIVES AND THEIR ANTECEDENTS. 
Q. Can you tell again what a Relative Pronoun is? 

A. It is a pronoun that relates to some 
other noun, or pronoun in the sentence ; as, 
It is John who calls you. 

Q. In this sentence, to which noun does the Relative 
Pronoun icho relate ? 

A. It relates to the noun John, and stands 
for the noun John. ■ 

Q. What do you call the noun to which a Relative Pro- 
noun relates? 

A. It is called the Antecedent 

I wish you now to mention the Relative Pronouns and 
their Antecedents in the following sentences : 

I see the boy who has it. I have the book that you wish 
to read. I know the farmer of whom you speak. I know 
the man whose son is lost. -The broom which you have is 
broken. He whom you seek is not here. This hat is just 
what you want. Is this the hat of which you speak. The 



THE youth's grammar. 37 

boy, whose father you saw, has gone home. It is my knife 
that you have. 

The following questions about the pronouns, you are re- 
quested to answer, without asking assistance either of your 
teacher or of any one else : 



QUESTIONS ON THE PRONOUN. 

What is a Pronoun ? What is the use of a Pronoun ? 
Have Pronouns gender, number, and case f What regulates 
the gender of Pronouns ? How many kinds of Pronouns are 
there ? Can you mention the Personal Pronouns? Decline 
the Personal Pronoun of the 1st person. Decline the 2d per- 
son. The 3d person. What is a Compound Personal Pro- 
noun ? Can you repeat the Compound Personal Pronouns ? 
How many cases have these Pronouns? What are Relative Pro- 
nouns ? What is the word called to which the Relative Pro- 
noun relates? How many Relative Pronouns are there? 
Can you name them ? Do they ever change ? Can you decline 
who t Decline which and that. What do you say in regard 
to the possessive case of the Relatives which, what and that? 
What are Compound Relative Pronouns ? Can they be de- 
clined? What do you say in regard to the word what as a 
Relative Compound Pronoun? What is an Interrogative 
Pronoun ? How many Interrogative Pronouns are there ? 
Are they declinable ? Can you decline the Interrogative 
who f How can you know the Interrogative Pronouns from 
the Relative Pronouns ? Can you tell again what a Relative 
Pronoun is? What do you call the noun to which the 
Relative relates ? 



38 the youth's grammar. 



EXERCISES. 

In the following sentences I wisli you to 
mention the nouns, and to tell their gender, 
number, person and case. I wish you also to 
mention the pronouns ; to tell their kind, 
and, if they are personal pronouns, you may 
likewise tell their gender, number, person 
and case. 

I will mention the nouns and pronouns in 
one sentence, so that you may know how to 
proceed with the others : 

I see the book which she has bought. 

I is a Personal Pronoun of the first person, because it de- 
notes the speaker ; Singular Number, because it means but 
one ; in the Nominative Case, because it performs the action 
which the word see denotes. Book is a Common Noun of 
neuter gender, because it is neither male nor female ; of 
Singular Number, because it means but one ; of the third per- 
son, because it is spoken of; in the Objective Case, because 
it is the object of the action which the word see denotes. 
Which is a Relative Pronoun, and is of the same gender 
number, and person as its antecedent book, to which it re- 
lates ; it is in the Objective Case, because it is the object of 
the act which the words has bought express. She is a Per- 
sonal Pronoun of the feminine geuder, because it stands for a 
noun of the feminine gender ; of the Singular Number, because 
it means but one ; of the third person, because it is spoken of; 
in the Nominative Case, because it performs the act which 
the words has bowjht express. 



THE YOUTH'S GRAMMAR 39 

In the same manner now I wish you to name and describe 
the nouns and pronouns in these sentences : 

I have a book. You broke my pen. John shakes me. 
Susan sees her doll. He struck me. Who has my knife ? 
I see the cane that you broke. Jane, thou hast my needle. 
You whipped our cow. Your dog has bitten mine. I took 
the pen which you seek. What do you want ? 



OF VERBS. 

As nouns are the names of persons, places and things, so 
Verbs are the words which stand for the performances or 
doings of these nouns. 

Note. — Thie definition does not, of course, strictly include 
Neuter Verbs. This offence will be readily pardoned by any 
one who has ever attempted to make children understand 
even Active Verbs. 
Q. What is a Verb? 

A. A Verb is a word which signifies to be, 
to do, or to suffer. 

Q. John struck the pitcher. Which word is a Verb in 
this sentence ? 

A. Struck, because the word struck ex- 
presses John's performance or action. 

Q. Can you tell which words are Verbs in tjiese sen- 
tences ? 

James beat the dog. I read my book. You knit your bag. 
The boy saw his father. Girls spin yarn. Dogs eat meat 
and bite strangers. 

Q. In the sentence John struck the pitcher, you know 
:hat the word pitcher is a noun in the objective case, be- 
cause it is the object of the act which the Verb struck ex- 



40 the youth's grammar. 

presses ; now, are there not some Verbs which cannot have 
an object after them? 

A. Yes ; • for instance, in the sentence — 
John sleeps, the word sleeps cannot have an 
object after it ; for we cannot say that John 
sleeps anything ; neither can we say that 
John stands anything, or walks anything. 

Q. What do we learn from this in regard to Verbs ? 

A. We learn that Verbs may be divided 
into classes. 

Q. How many different kinds of Verbs have you seen in 
the preceding examples ? 

A. Two : namely, Verbs which can have 
an object after them, and Verbs which can- 
not have an object after them. 

Q. What may we call those Verbs which can have an 
object after them, as the Verb struck ? 

A. They may be called Transitive Verbs, 
because the word transitive means going 
ove?' ; and in the sentence — " John struck 
the pitcher," the action expressed by the 
word slruck goes over to the object pitcher. 

Q. What may we call those Verbs which cannot have an 
object after them, as the Verb sleep ? 

A. They may be called Intransitive, which 
means not going over / for, in the sentence, 
John laughs, the action of laughing cannot 



THE YOUTH'S GRAMMAR. 41 

pass over to anything, for we cannot say that 
John laughs anything. 

You must now exercise your thinking powers a little, and 
tell which words are Verbs in these sentences, and tell also 
which of them are transitive and which intransitive Verbs, 

Jane tore her dress. John sits on the chair. James shook 
the table. The stool stands by me. You broke my knife. 
Mary behaves very well. Joseph sleeps in a garret. Simon 
resides in the city. John smokes and chews tobacco. She 
smells the flowers. The bird flew into the tree. Jane sings 
very sweetly. 

Verbs have certain modifications, that is, certain particu- 
lar forms. I am now going to tell you something about 
these, and, unless you pay strict attention and think well 
upon what I say, you will not understand a single word. 
Grammar cannot be comprehended by dunces or idlers. 

Verbs have several modifications. 

One class of modifications is called Moods. 



OF MOODS. 
Q. To what is the word Mood applied in grammar ? 

A. To certain modifications or particular 
forms of the verb. 

Q. What does the word Mood mean ? 

A. It means manner. 

Q. How many Moods have verbs ? 

A. Five. 

Q. What are the names of these Moods ? 

A. 1st, the Infinitive ; 2d, the Indicative ; 

4* 



42 the youth's grammar. 

3d, the Potential ; 4th, the Subjunctive ; 
5th, the Imperative. 

Q. Can you give an example of a Verb in the Infinitive 
Mood. 

A. I love to walk. In this sentence the 
word walk is a verb in the Infinitive Mood. 

Q. How can you tell when a Verb is in the Infinitive 
Mood? 

A. A verb in the Infinitive Mood gene- 
rally has the word to before it. 

Q. Why is the verb to walk said to be in the Infinitive 
Mood? 

A. Because the act of walking is here 
spoken of without limiting it, that is to say, 
the word to walk is merely spoken of as the 
name of the act of walking, and can have no 
noun in the relation of nominative case to 
it. 

Q. Can you give an example of the Indicative Mood. 

A. John struck the pitcher. In this sen- 
tence the verb struck is in the Indicative 
Mood. 

Q. Why is it in the Indicative Mood ? 

A. Indicative means declaring, and the 
verb struck here declares or tells of the per- 
formance of an action. 

Q. Can you give an example of a verb in the Potential 
Mood ? 



THE youth's grammar. 43 

A. John can run fast. In this sentence 
the verb can run is in the Potential Mood. 

Q. Why is it in the Potential Mood ? 

A. Potential signifies ability, liberty, %> oss i- 
bility or necessity ; and the verb can run 
only expresses John's ability to perform the 
act of running, without saying that John 
does run. 

Q. What words go before, or form a part of the verb in 
this Mood? 

A. The words may, can, must, might, 
could, would, should ; as, I may read ; I 
can run; I might strike ; I must go; 1 could 
walk ; I should speak, &c. 

Q. Can you give an example of a verb in the Subjunctive 
Mood ? 

A. I will scream if you bite. In this sen- 
tence, the verb bite, is in the Subjunctive 
Mood? 

Q. Why is it in the Subjunctive Mood ? 

A. Because the act of biting is conditional 
or doubtful ;• and it may be performed, or 
it may not be performed. 

Q. How can you know a verb in the Subjunctive Mood ? 

A. Verbs in the Subjunctive Mood gene- 
rally are preceded by one of these words, 



44 THE YOUTH'S GRAMMAR. 

namely ; if, although, though, unless, lest, ex- 
cejpt, hoiuever, &c. 

Q. Can you give an example of a verb in the Imperative 
Mood? 

A. Go to your seat, John! In this sen- 
tence, the verb go is in the Imperative 
Mood. 

Q. Why do you say that it is in the Imperative Mood? 

A. A verb in the Imperative Mood com- 
mands, exhorts, or entreats, and here the 
verb go expresses a command ; therefore, it 
is in the Imperative Mood. 

I wish you now to tell the verbs in the following sen- 
tences ; tell which are transitive and which are intransitive; 
tell also the mood of each of them. 

James wrote a letter. John sleeps soundly. William tries 
to spell. John, give me your pen. I would go if I had time. 
You must learn to think. Sarah can learn to knit. If you 
think, you will be wise. Unless you do it, I will do it. Make 
every effort to improve. Books should give instruction. 
Boys may learn as well as men. 

I will now give you an example of the verb to strike, in its 
different Moods. 

Infinitive Mood. 

TO STRIKE. 

INDICATIVE. POTENTIAL. 

I strike. I may or can strike. 

SUBJUNCTIVE. IMPERATIVE. 

If I strike. Strike. 



the youth's grammar. 45 

We shall .now take notice of other modifications of verbs, 
called Tenses. In order to understand these, it will be ne- 
cessary to pay the utmost attention. 



OF TENSES. 
Q. "What does Tense mean ? 

A. Tense means time. 

Q. What do you mean by the Tense of a verb? 

A. We mean the time when the action, 
which that verb expresses, takes place. 

Q. Can you illustrate this ? 

A. When we say John laughs, we 
mean that John is laughing now, or at the 
present time. When we say John laughed, 
we mean that John has laughed at some time 
that has passed. When we say John shall 
laugh or will laugh, we mean that John is 
going to laugh at some time to come or at 
some future time. 

Q. How many grand divisions of time are there, then ? 

A. Three. 

Q. What are they called ? 

A. Past time, Present time, and Future 
time. 

Q. How many kinds of Past time are there ? 

A. Three. 



46 THE youth's grammar. 

Q. What are these called ? 

A. Imperfect Tense, Perfect Tense, and 
Pluperfect Tense. 

Note. — Definitions of these Subdivisions of time would 
rather perplex than enlighten the young pupil. 

Q. How many kinds of Future time are there ? 

A. Two. 

Q. What are they called ! 

A. They are called the First Future Tense 
and the Second Future Tense. 

Q. How many Tenses are there, then, in all ? 

A. Six. The Present, Imperfect, Perfect, 
Pluperfect, First Future, and Second Fu- 
ture. 



OF THE CONJUGATION OF VERBS. 
Q. What do you mean by the Conjugation of Verbs ? 

A. To conjugate a Verb is to arrange regu- 
larly the moods, tenses, numbers, persons, 
and participles. 

Q. What are the Principal Parts of a Verb ? 

A. The principal parts of a Verb are 
four : namely, the Present, Preterit or Past 
tense, Present Participle, and Perfect Par- 
ticvple. 



THE YOUTH'S GRAMMAR. 47 

Q. When is a Verb regular t 

A. A Verb is regular when its Preterit 
and its Perfect Participle are formed by add- 
ing d or ed to the Present tense. 

Q. What are auxiliaries ? 

A. Auxiliaries are certain words used to 
assist in the conjugation of Verbs, and they 
are as follows : do, be, have, shall, will, may, 
can, must, together with the variations of 
these words, which will be seen hereafter. 

I shall now give you the Conjugation of the Yerb Lome. 
We will begin with the infinitive mood. The infinitive mood, 
you know, is the Yerb in its unlimited form ; and in this 
mood, you will remember, there are but two tenses. 

The Conjugation of the regular transitive 
Verb Love. 

PRINCIPAL PARTS. 
Present. Preterit. Present Participle. Per. Participle. 

Love. Loved. Loving. Loved. 

Infinitive Mood. 

Present Tense. Perfect Tense. 

To love. To have loved. 

The Indicative Mood, you remember, simply declares the 
performance of an action. Now, the Indicative Mood can 
leclare the performance of this action at six different times, 



48 the youth's grammar. 

and thus, the Indicative Mood has six tenses, as you will see 
by what follows : 

Indicative Mood. 

PRESENT TENSE. 
Singular. 
First person, I love, or I do love. 
Second " Thou lovest, or dost love. 
Third " He loves, or does love. 

Plural. 
First person, We love, or do love. 
Second u Ye or you love, or do love. 
Third M They love, or do love. 

IMPERFECT TENSE. 
Singular. 
First person, I loved, or did love. 
Second " Thou lovedst, or didst love. 
Third " He loved, or did love. 

Plural. 

First person, We loved, or did love. 
Second u Ye or you loved, or did love. 
Third " They loved, or did love. 

PERFECT TENSE. 

Singular. 

First person, I have loved. 
Second u Thou hast loved. 
Third " He has loved. 



the youth's grammar. 49 

Plueal. 
First person, We have loved. 
Second " Ye or you have loved. 
Third " They have loved. 

PLUPERFECT TENSE. 

SlNGULAE. 

First person, I had loved. 
Second " Thou hadst loved. 
Third " He had loved. 

Plueal. 
First person, "We had loved. 
Second " Ye or you had loved. 
Third " They had loved. 

FIRST FUTURE TENSE. 

SlNGTJLAE. 

First person, I shall, or will love. 
Second " Thou shalt, or wilt love. 
Third " He shall, or will love. 

Plueal. 

First person, "We shall, or will love. 
Second " Ye or you shall, or will love. 
Third " They shall, or will love. 

SECOND FUTURE TENSE. 

SlNGTJLAE. 

First person, I shall, or will have loved. 
Second u Thou shalt, or wilt have loved. 
Third " He shall, or will have loved. 

5 



50 the youth's grammar. 



Plural. 

First person, "We shall, or will have loved. 
Second " Ye or you shall, or will have loved. 
Third tt They shall, or will have loved. 

You have now seen all the tenses of the Indicative Mood. 
The Potential Mood comes next in order, and you know 
that this mood expresses ability, liberty, possibility, or ne- 
cessity of performing an action. The verb in the Potential 
Mood is accompanied by the words may, can, must, mighty 
could, would or should. In this Mood there are four tenses, 
as follows : 



Potential Mood. 

PRESENT TENSE. 

Singular. 
First person, I may, can, or must love. 
Second u Thou mayst, canst, or must love. 
Third " He may, can, or must love. 

Plural. 

First person, We may, can, or must love. 
Second " Ye or you may, can, or must love. 
Third " They may, can, or must love. 

IMPERFECT TENSE. 

Singular. 
1st person, I might, could, would, or should love. 
2d M Thou mightst, couldst, wouldst, or shouldst love. 
3d u He might, could, would, or should love. 



THE YOUTH'S GRAMMAR. 51 

Plural. 
First person, We might, could, would, or should love. 
Second " Ye or you might, could, would, or should love 
Third " They might, could, would, or should love. 

PERFECT TENSE. 

Singular. 

First person, I may, can, or must, have loved. 
Second " Thou mayst, canst, or must have loved. 
Third " He may, can, or must have loved. 

Plural. 
First person, We may, can, or must have loved. 
Second " Ye or you may, can, or must have loved. 
Third " They may, can, or must have loved. 

PLUPERFECT TENSE. 
Singular. 

1st per. I might, could, would, or should have loved. 
2d " Thou mights t, couldst, wouldst, or should st have loved . 
3d " He might, could, would, or should have loved. 

Plural. 

1st per. We might, could, would, or should have loved. 
2d " Ye or you might, could, would, or should have loved. 
3d " They might, could, would, or should have loved. 

You now have the Potential Mood, and are prepared for 
the Subjunctive Mood, which follows next. This mood, you 
remember, is a form of the verb which expresses doubt or 
condition in the action. There are two tenses in this mood, 
and the words if, though, although, that, lest, unless, however, 
&c, accompany the verb in this mood. In giving you this 



52 THE youth's grammar. 

mood, I shall use the word if. You can use the word if or 
though, or lest, or any of the words above mentioned, which 
you may prefer. 

Subjunctive Mood. 

PRESENT TENSE. 



Singular. 




Plural. 


First per. If I love. 


First per. 


If we love. 


Second " If thou love. 


Second " 


If ye or you love. 


Third * If he love. 


Third " 


If they love. 


IMPERFECT TENSE. 




Singular. 




Plural. 


First per. If I loved. 


First per 


If we loved. 


Second " If thou loved. 


Second " 


If ye or you loved 


Third " If he loved. 


Third " 


If they loved. 



One more mood remains to be given, together with the 
Participles, the nature of which I will tell you in another 
place. The mood that now remains is the Imperative. 
This mood, you remember, is that form of the verb which 
expresses command, exhortation, entreaty, or permission. 
It has but one tense, and this tense has but one person in 
each number. It is used in the following manner : 

Imperative Mood. 

PRESENT TENSE. 

Singular. 
Second person, Love, or do thou love. 

Plural. 
Second person, Love, or do you love. 



the youth's gkammak. 53 

The Participles of this verb are as follows : 

Presknt. Perfect. Pluperfect. 

Loving. Loved. Having loved. 



OF IRREGULAR VERBS. 
Q. What is an Irregular Verb ? 

A. A transitive or intransitive verb is 
called irregular when its Preterit and Per- 
fect Participle are not formed by the addi- 
tion of d or ed, as, Present, see ; Preterit, 
saw ; Perfect Participle, seen. 

The following is an example of the Conjugation of an ir 
regular intransitive verb : 

The irregular intransitive verb be. 

Present. Preterit. Present Participle. Per. Participle. 

Be. Was. Being. Been. 









Injmitwe Mood. 










PRESENT TENSE. 


%- 








To be. 










PERFECT TENSE. 










To have been. 










Indicative Mood. 










PRESENT TENSE. 






Singular. 


Plural. 


First 


per. 


I am. 


First per. 


We are. 


Second 


it 


Thou art. Second " 


Ye or you are 


Third 


u 


He is 


Third " 
5* 


They are. 



54 



THE YOUTH'S GRAMMAR. 



IMPERFECT TENSE. 



Singular. 




Plural. 


First per. I was. 


First 


per. "We were. 


Second " Thou wast. 


Second 


" Ye or you were. 


Third u He was. 


Third 


" They were. 


PERFECT TENSE 




First per. I have been. 


1st per 


We have been. 


Second " Thou hast been. 


2d " 


Ye or you have been 


Third " He has been. 


3d " 


They have been. 



PLUPERFECT TENSE. 

First per. I had been. 1st per. We had been. 

Second M Thou hadst been. 2d " Ye or you had been. 
Third " He had been. 3d " They had been. 

FIRST FUTURE TENSE. 
Singular. 
First person, I shall, or will be. 
Second " Thou shalt, or wilt be. 
Third " He shall, or will be. 

Plural. 
First person, We shall, or will be. 
Second " Ye or you shall, or will be. 
Third " They shall, or will be. 



SECOND FUTURE TENSE. 
Singular. 
First person, I shall, or will have been. 
Second " Thou shalt, or wilt have been. 
Third " He shall or will have been. 



THE youth's grammar. 55 



Plueal. 

First person, We shall or will have been. 
Second a Ye or you shall or will have been. 
Third " They shall or will have been. 



Potential Mood. 

PRESENT TENSE. 

SINGULAR. 

First person, I may, or can be. 
Second " Thou mayst, or canst be. 
Third " He may, or can be. 

Pltjeal. 
First person, We may, or can be. 
Second " Ye or you may, or can be. 
Third " They may, or can be. 

IMPERFECT TENSE. 

Singular. Plural. 

First per. I might be. 1st per. We might be. 

Second " Thou mightst be. 2d " Ye or you might be. 
Third " He might be. 3d " They might be. 

PERFECT TENSE. 

Singular. 

First person, I may have been. 
Second " Thou mayst have been. 
Third u He may have been. 



56 the youth's grammar. 

Plural. 

First person, We may have been. 
Second u Ye or you may have been. 
Third u They may have been. 

PLUPERFECT TENSE. 
Singular. 
First person, I might have been. 
Second " Thou mightst have been. 
Third " He might have been. 

Plural. 
First person, We might have been. 
Second " Ye or you might have been. 
Third " They might have been. 



i 



Subjunctive Mood. 



PRESENT TENSE. 

Singular. Plural. 

First person, If I be. First person, If we be. 

Second u If thou be. Second " If ye or you be. 
Third " If he be. Third " If they be. 

IMPERFECT TENSE. 
Singular. Plural. 

First per. If I were. First per. If we were. 

Second u If thou wert. Second " If ye or you were. 
Third " If he were. Third " If they were. 



THE youth's grammar. 57 



Imperative Mood. 

PRESENT TENSE. 
Singular. 
Second person, Be thou, or do thou be. 

Plural. 
Second person, Be ye or you, or do you be. 

PARTICIPLES. 
Present. Perfect. Pluperfect. 

Being. Been. Having been. 

The following is an example of the conjugation of an ir- 
regular transitive verb : 

The irregular transitive verb tear. 

PRINCIPAL PARTS. 
Present. Imperfect. Pres. Participle. Per. Participle. 

Tear. Tore. Tearing. 

Infinitive Mood. 

PRESENT TENSE. 
To tear. 

PERFECT TENSE. 
To have torn. 



58 THE youth's grammar. 



Lidicative Mood. 

PRESENT TENSE. 
Singular. Plural. 

First per. I tear. First per. We tear. 

Second " Thou tearest. Second u Ye or you tear. 

Third " He tears. Third " They tear. 

IMPERFECT TENSE. 

First per. I tore. First per. We tore. 

Second " Thou torest. Second " Ye or you tore. 

Third " He tore. Third " They tore. 

PERFECT TENSE. 

First per. I have torn. 1st per. We have torn. 

Second " Thou hast torn. 2d " Ye or you have torn 
Third " He has torn. 3d " They have torn. 



PLUPERFECT TENSE. 

First per. I had torn. 1st per. We had torn. 

Second u Thou hadst torn. 2d a Ye or you had torn. 
Third " He had torn. 3d " They had torn. 



FIRST FUTURE TENSE. 

First per. I shall tear. First per. We shall tear. 

Second " Thou wilt tear. Second " You will tear. 

Third " He will tear. Third " They will tear. 



THE YOUTH'S GRAMMAR. 59 

SECOND FUTURE TENSE. 

Singular. 

First person, I shall have torn. 
Second " Thou wilt have torn. 
Third " He will have torn. 

Plural. 
First person, We shall have torn. 
Second " Ye or you will have torn. 
Third " They will have torn. 



Potential Mood. 

PRESENT TENSE. 
Singular. Plural. 

1st per. I may tear. 1st per. "We may tear, 

id " Thou mayst tear. 2d " Ye or you may tear 
Jd " He may tear. 3d " They may tear. 

IMPERFECT TENSE 

Lst per. I might tear. 1st per. We might tear. 

id " Thou mightst tear. 2d " Ye or you might tear. 

d " He might tear. 3d " They might tear. 

PERFECT TENSE. 
Singular. 

First person, I may have torn. 
Second " Thou mayst have torn. 
Third " He may have torn. 



60 THE youth's grammar. 



Plural. 
First person, We may have torn. 
Second " Ye or you may have torn. 
Third a They may have torn. 

PLUPERFECT TENSE. 
Singular. 

First person, I might have torn. 
Second " Thou mightst have torn. 
Third " He might have torn. 

Plural. 

First person, We might have torn. 
Second " Ye or you might have torn. 
Third " They might have torn. 

Subjunctive Mood. 

PRESENT TENSE. 

Singular. Plural. 

First person, If I tear. 1st person, If we tear. 

Second " If thou tear. 2d a If ye or you tear. 
Th.ird " If he tear. 3d " If they tear. 

IMPERFECT TENSE. 

Singular. Plural. 

First person, If I tore. 1st person, If we tore. 

Second " If thou tore. 2d u If ye or you tore 
Third " If he tore. 3d " If they tore. 



THE YOUTH'S GRAMMAR. 61 

Imperative Mood. 

PRESENT TENSE. 

SlNGTJLAE. 

Second person, Tear thou, or do thou tear. 

Pltjeal. 
Second person, Tear ye or you, or do ye or you tear. 





PARTICIPLES. 




Present. 


Perfect. 


Pluperfect. 


Tearing. 


Torn. 


Having torn. 



OF THE NUMBERS AND PERSONS OF YERBS. 

Q. You have observed, in learning to conjugate the pre- 
ceding Verbs, that Verbs have numbers and persons. Can 
you tell how many numbers a Verb has ? 

A. Two : Singular and Plural number. 

Q. Can you tell when a Verb should be in the Singular 
Number and when in the Plural ? 

A. A Verb should be singular when the 
noun that performs the action is singular, 
as the hoy strikes. Here strikes is a Verb in 
the singular number, because the noun boy, 
which is the agent, is singular. Boys strike. 
Here strike is a Verb in the plural number, 
because the noun boys, which is the agent, is 
plural. 



62 the youth's gkammar. 

Q. "What is it, then, that regulates the number of the 
Verb? 

A. The agent or nominative case. 

Q. How many persons do you observe that Verbs have? 

A. They have three persons, called the 
First Person, the Second Person, and the 
Third Person. 

Q. How may you know the person of the Verb ? 

A. The Verb is always of the same per- 
son as its nominative case, as I strike. Here 
strike is a Verb of the first person, singular 
number, because its nominative case /is of 
the first person, singular number. 

Q. Does the spelling of a Verb indicate its person and 
number ? 

A. It does not always ; therefore, as a 
general rule, we must judge of the person 
and number by its nominative case. 

EXERCISES. 

I wish you now to tell which are nouns and pronouns in 
these sentences ; tell also their gender, number, and person ; 
mention, likewise, the Verbs you find here; tell whether they 
are transitive or intransitive, as well their moods, tenses, num- 
bers and persons. 

As you have been directed in the other exercises how to 
describe the noun and pronoun in the sentence, I will not re- 



THE youth's grammar. 63 

peat it again, but simply show you how to describe a Verb 
in analyzing a sentence. 

John strikes James. Here the word 
strikes is a Verb ; it is a transitive Verb 
because it admits an object after it ; it is 
in the indicative mood, because it states an 
action ; it is in the present tense, because 
the action is spoken of as taking place at 
the present time ; it is of the third person, 
singular number, because its nominative case 
John is of the third person, singular number. 

I love butter. He eats apples. You drink cider. James 
has talked. We have worked. They will fall. I can spell. 
I may choke. James, take your pen! I love to play. 
Thomas whipped John's dog. Susan shall play ; she loves 
her books. I had stopped when you arrived. If you jump, 
you will fall. If I loved him, I could have saved him. They 
are his books ; you may read them. I shall have smoked 
my cigar. I love to read ; you hate to cipher. John tries 
to learn his lesson. Gome Jane ! clean your dishes ! 

I hope that you now understand pretty well what Tran- 
sitive and Intransitive Verbs are. There is still another 
class of Verbs of which I cannot avoid speaking, though I 
am anxious not to perplex you by multiplying names and 
classes. The Verbs to which I wish now to direct your at- 
tion are called Passive Verbs. 

OF PASSIVE VERBS. 
Q. John is whipped. Which is the Verb in this sentence ? 

A. Is whipped is the Verb. 



64 THE youth's grammar. 

Q. Which word is apparently the actor ? 

A. The noun John is apparently the 
actor. 

Q. And what word is the object of the Verb is whipped ? 

A. John is the object. 

Q. Well then, is John both in the nominative and in the 
objective case ? 

A. John seems to be in both cases, for 
the word John is spelled alike both in the 
nominative and in the objective case. 

Q. He is whipped. This is just the same sentence, ex- 
cept that the pronoun he is used for the noun John. Now, 
do you think that the pronoun he is both in the nominative 
and objective cases ? 

A. No; the pronoun he is nominative; its 
objective case is Mm, as we have already 
learned, and we cannot say Mm is whipped. 

Q. Do you not see, then, by this last sentence, that the 
word John, in the first sentence, is in one case only, although 
it appears to be in two cases ? 

A. We do. 

Q. What do you learn from all this ? 

A. We learn from this that there are 
Verbs whose nominative cases seem to be 
the objects of these Verbs. 

Q. What shall we call such Verbs ? 

A. Passive Verbs. 



THE youth's grammar. 65 

Q. Yes, Passive Yerbs are those Yerbs whose nomina- 
tive cases receive the action described by the Yerb. Can 
you tell how Passive Yerbs are formed ? 

A. They are formed from transitive Verbs 
by connecting their perfect participles with 
the Verb Be, in all its modifications. 

Here is an example of a Passive Yerb, which you may 
learn. 

The Passive Verb to be loved. 
Infinitive Mood. 

PRESENT TENSE 
To be loved. 

PERFECT TENSE. 
To have been loved. 



Indicative Mood. 

PRESENT TENSE. 

SlNGULAK. PlUEAL. 

First per. I am loved. 1st per. "We are loved. 

Second " Thon art loved. 2d u Ye or you are loved. 
Third " He is loved. 3d " They are loved. 

IMPERFECT TENSE. 

First per. I was loved. 1st per. We were loved. 

Second " Thou wast loved. 2d " Ye or you were loved- 
Third " He was loved. 3d " They were loved. 



66 THE youth's grammar. 

PERFECT TENSE. 
Singular. 
First person, I have been loved. 



Second " 


Thou hast been loved. 


Third 


He has been loved. 




Plural. 


First person, 


We have been loved. 


Second " 


Ye or you have been loved 


Third 


They have been loved. 



PLUPERFECT TENSE. 
Singular. 
First person, I had been loved. 



Second " 


Thou hadst been loved. 


Third " 


He had been loved. 




Plural. 


First person, 


We had been loved. 


Second " 


Ye or you had been loved 


Third " 


They had been loved. 



FIRST FUTURE TENSE. 
Singular. 
First person, I shall be loved. 
Second a Thou wilt be loved. 
Third u He will be loved. 

Plural. 
First person, We shall be loved. 
Second " Ye or you will be loved. 
Third " They will be loved. 



THE youth's grammar. , 67 



SECOND FUTURE TENSE. 
Singular. 

First person, I shall have been loved. 
Second " Thou wilt have been loved. 
Third " He will have been loved. 

Plural. 

First person, "We shall have been loved. 
Second " Ye or you will have been loved. 
Third u They will have been loved. 



Potential Mood. 

PRESENT TENSE. 
Singular. 



First person, I may be loved. 
Second " Thou mayst be loved. 
Third " He may be loved. 

Plural. 

First person, We may be loved. 
Second " Ye or you may be loved. 
Third " They may be loved. 



IMPERFECT TENSE. 

Singular. 

First person, I might be loved. 
Second " Thou mightst be loved. 
Third u He might be loved. 



THE YOUTH'S GRAMMAR. 



Plural. 

First person, We might be loved. 
Second " Ye or you might be loved. 
Third " They might be loved. 

PERFECT TENSE. 
Singular. 

First person, I may have been loved. 
Second " Thou mayst have been loved. 
Third " He may have been loved. 

Plural. 

First person, We may have been loved. 
Second " Ye or you may have been loved. 
Third " They may have been loved. 

PLUPERFECT TENSE. 

Singular. 

First person, I might have been loved. 
Second " Thou mightst have been loved. 
Third a He might have been loved. 

Plural. 

First person, We might have been loved. 
Second u Ye or you might have been loved. 
Third " > They might have been loved. 



THE youth's grammar. 69 



Subjunctive Mood. 

PRESENT TENSE. 
Singular. Plural. 

1st per. If I be loved. 1st per. If we be loved. 

2d " If thou be loveq^ 2d ** If ye or you be loved. 

3d " If he be loved. 3d u If they be loved. 

IMPERFECT TENSE. 
Singular. Plural. 

1st per. If I were loved. 1st per. If we were loved. 
2d " If thou wert loved. 2d u If ye or you were loved. 
3d " If he were loved. 3d " If they were loved. 



Imperative Mood. 



PRESENT TENSE. 
Singular. Plural. 

Second person, Be loved. Second person, Be loved. 

PARTICIPLES. 
Present. Perfect. Pluperfect. 

Being loved. Been loved. Having been loved. 

I wish you now to mention the Verbs in the following 
sentences ; and to tell to what class each of these Verbs be- 
long, as well as the mood, tense, number, and person of each. 

I am loved. John is watched. You followed the dog. 
The dog was followed. Dogs may be whipped. If the dog 
be whipped, he will obey. The dog, having been whipped, 



70 



THE YOUTH'S GRAMMAR. 



barked. I love your friend. They might be scolded. Mary 
has been employed. She had been employed when they ar- 
rived. Next Saturday I shall have been employed just two 
weeks. If we were employed we should not be idle. Be 
employed then ; here is work. To be loved is a pleasant 
thing. 



OF DEFECTIVE VERBS. 
Q. "What is a Defective Verb ? 

A. A Defective Verb is a Verb that is 
not complete in what are called Principal 
Parts, as we have seen explained in the 
preceding pages. 

Q. What Verbs chiefly are defective ? 

A. All the auxiliary Verbs are defective 
except do, be, and have. 

The following is a list of the Defective Verbs : 



Present. 


Preterit or Perfect. Present Part. 


Perf. Part, 


Beware 


wanting 


wanting 


wanting 


Can 


could 


wanting 


wanting 


May 


might 


wanting 


wanting 


Must 


must 


wanting 


wanting 


Ought 


ought 


wanting 


wanting 


Shall 


should 


wanting 


wanting 


Will 


would 


wanting 


wanting 


Quoth 


quoth 


wanting 


wanitng 



MORE ABOUT IRREGULAR VERBS. 

Q. Can you repeat again what is meant by an Irregular 
Verb? 

A. A Verb is said to be irregular when. 

4* 



THE YOUTH'S GRAMMAR 71 

its preterit tense or past participle is not 
formed by the addition of d or ed to its 
present tense. 

Q. Are there many of these Verbs in the English Lan- 
guage ? 

A. There are more than one hundred 
and seventy. 

Q. Into how many classes may these Irregular Verbs be 
divided ? 

A. They may be divided into four classes, 
namely : 1st Class, composed of those Ir- 
regular Verbs whose Preterit and Past Par- 
ticiple are not alike ; 2d Class, composed of 
those whose Preterit and Past Participle are 
alike; 3d Class, composed of those whose 
Preterit or Past Participle have more than 
one form ; 4th Class, composed of those 
whose Present, Preterit, and Past Participle 
are all alike. 

The following is a list of the principal Verbs of the 1st 
Class : 

FIRST CLASS OF IRREGULAR VERBS. 
■Present. Preterit, Pres. Participle. Perf. Participle. 

|Be was being been 

■Begin began beginning begun 

lBlow blew blowing blown 



72 



THE YOUTH'S GBAMMAR. 



Present. 


Preterit. 


Pres. Part. 


• Perf. Participle 


Break 


broke 


breaking 


broken 


Choose 


chose 


choosing 


chosen 


Do 


did 


doing 


done 


Draw 


drew 


drawing 


drawn 


Drive 


drove 


driving 


driven 


Drink 


drank " 


drinking 


drunk 


Fall 


fell 


falling 


fallen 


Fly 


flew 


flying 


flown 


Forsake 


forsook 


forsaking 


forsaken 


Freeze 


froze 


freezing 


frozen 


Give 


gave 


giving 


given 


Go 


went 


going 


gone 


Grow 


grew 


growing 


grown 


Know 


knew 


knowing 


known 


Lade 


laded 


lading 


laden 


Lie 


lay 


lying 


lain 


Rise 


rose 


rising 


risen 


Run 


ran 


running 


run 


See 


saw 


seeing 


seen 


Shake 


shook 


shaking 


shaken 


Show 


showed 


showing 


shown 


Slay 


slew 


slaying 


slain 


Speak 


spoke 


speaking 


spoken 


Steal 


stole 


stealing 


stolen 


Strive 


strove 


striving 


striven 


Swear 


swore 


swearing 


sworn 


Take 


took 


taking 


taken 


Tear 


tore 


tearing 


torn 


Throw 


threw 


throwing 


thrown 


"Wear 


wore 


wearing 


worn 


Weave 


wove 


weaving 


woven 


Write 


wrote 


writing 


written 



THE YOUTH'S GRAMMAR. 



73 



The following are Irregular Verbs of the 2d Class, com- 
posed of those Verbs whose Preterit and Past Participle are 
alike : 

SECOND CLASS OF IRREGULAR VERBS. 



Preterit. 


Pres. Part. 


Perf. Part. 


abode 


abiding 


abode 


bent 


bending 


bent 


besought 


beseeching 


besought 


bound 


binding 


bound 


bled 


bleeding 


bled 


bred 


breeding 


bred 


brought 


bringing 


brought 


caught 


catching 


caught 


clung 


clinging 


clung 


crept 


creeping 


crept 


dealt 


dealing 


dealt 


dug , 


digging 


dug 


dreamt 


dreaming 


dreamt 


dwelt 


dwelling 


dwelt 


fed 


feeding 


fed 


felt 


feeling 


felt 


fought 


fighting 


fought 


found 


finding 


found 


fled 


fleeing 


fled 


flung 


flinging 


flung 


gilt 


gilding 


gilt . 


girt 


girding 


girt 


ground 


grinding 


ground 


hung 


hanging 


hung 


had 


having 


had 


heard 


hearing 


heard 


held 


holding 


held 


kept 


keeping 


kept 


laid 


laying 


laid 



74 



THE YOUTH'S GRAMMAE, 



Present. 


Preterit. 


Pres. Part. 


Perf. Part 


Lead 


led 


leading 


led 


Leave 


left 


leaving 


left 


Lend 


lent 


lending 


lent 


Lose 


lost 


losing 


lost 


Make 


made 


making 


made 


Mean 


meant 


meaning 


meant 


Meet 


met 


meeting 


met 


Pay 


paid 


paying 


paid 


Reave 


reft 


reaving 


reft 


Rend 


rent 


rending 


rent 


Say 


said 


saying 


said 


Seek 


sought 


seeking 


sought 


Sell 


sold 


selling 


sold 


Send 


sent 


sending 


sent 


Shine 


shone 


shining 


shone 


Shoe 


shod 


shoeing 


shod 


Shoot 


shot 


shooting 


shot 


Shrink 


shrunk 


shrinking 


shrunk 


Sit 


sat 


sitting 


sat 


Sleep 


slept 


sleeping 


slept 


Sling 


slung 


slinging 


slung 


Slink 


slunk 


slinking 


slunk 


Speed 


sped 


speeding 


sped 


Spend 


spent 


spending 


spent 


Spill 


spilt 


spilling 


spilt 


, Spin 


spun 


spinning 


spun 


Stand 


stood 


standing 


stood 


Stick 


stuck 


sticking 


stuck 


Sting 


stung 


stinging 


stung 


Strike 


struck 


striking 


struck 


String 


strung 


stringing 


strung 


Sweep 


swept 


sweeping 


swept 


Swing 


swung 


swinging 


swung 


Teach 


taught 


teaching 


taught 



THE YOUTH'S 0-BAMMAR. 



75 



Present. 


Preterit. 


Pres. Part. 


Perf. Part 


Tell 


told 


telling 


told 


Think 


thought 


thinking 


thought 


Weep 


wept 


weeping 


wept 


Win 


won 


winning 


won 


Wind 


wound 


winding 


wound 


Wring 


wrung 


wringing 


wrung 



The following are Irregular Yerbs of the 3d Class, com- 
posed of those whose Preterit and Past Participle have more 
than one form : 



Bear 


bore or bare 


bearing 


borne or born 


Beat 


beat 


beating 


beaten or beat 


Bid 


bid or bade 


bidding 


bidden or bid 


Bite 


bit 


biting 


bitten or bit 


Chide 


chid 


chiding 


chidden or chid 


Cleave 


cleft or clove 


cleaving 


cleft or cloven 


Clothe 


clothed or clad 


clothing 


clothed or clad 


Crow 


crowed or crew 


crowing 


crowed 


Dare 


dared or durst 


daring 


dared 


Eat 


ate or eat 


eating 


eaten 


Get 


got 


getting 


got or gotten 


Grave 


graved 


graving 


graved or graven 


Heave 


heaved or hove 


heaving 


heaved or hoven 


Hew 


hewed 


hewing 


hewed or hewn 


Hide 


hid 


hiding 


hidden or hid 


Kneel 


kneeled or knelt 


kneeling 


kneeled or knelt 


Lean 


leaned or leant 


leaning 


leaned or leant 


Light 


lighted or lit 


lighting 


lighted or lit 


Mow 


mowed 


mowing 


mowed or mown 


Quit 


quitted or quit 


quitting 


quitted or quit 


Ride 


rode 


riding 


ridden or rode 


Ring 


rung or rang 


ringing 


rung 


Rive 


rived 


riving 


riven or rived 



76 



THE YOUTH'S GRAMMAR. 



Present. 


Preterit. 


Pres. Part. 


Perf. Part. 


Saw 


sawed 


sawing 


sawed or sawn 


Seeth 


seethed or sod 


seething 


seethed or sodden 


Shave 


shaved 


shaving 


shaved or shaven 


Shear 


sheared 


shearing 


sheared or shorn 


Sing 


sung or sang 


singing 


sung 


Sink 


sunk or sank 


sinking 


sunk 


Slide 


slid 


sliding 


slidden or slid 


Smite 


smote 


smiting 


smitten or smit 


Sow- 


sowed 


sowing 


sowed or sown 


Spit 


spit or spat 


spitting 


spit 


Spring 


sprung or sprang 


springing 


sprung 


Stride 


strode or strid 


striding 


stridden 


Strowed 


strowed 


strowing 


strowed or strown 


Sweat 


sweated or swet 


sweating 


sweated or swet 


Swell 


swelled 


swelling 


swelled or swollen 


Swim 


swum or swam 


swimming 


swum 


Thrive 


thrived or throve 


thriving 


thrived or thriven 


Tread 


trod 


treading 


trodden or trod 


Wake 


waked or woke 


waking 


waked 


Work 


worked or wrought working 


worked or wrought 



The following are Irregular Verbs of the 4th Class, com- 
posed of those whose Present, Preterit and Perfect Participle 
are alike : 



Burst 


burst 


bursting 


burst 


Cast 


cast 


casting 


cast 


Cost 


cost 


costing 


cost 


Cut 


cut 


cutting 


cut 


Hit 


hit 


hitting 


hit 


Hurt 


hurt 


hurting 


hurt 


Knit 


knit 


knitting 


knit 


Let 


let 


letting 


let 


Put 


put 


putting 


put 



THE YOUTH'S GBAMMAK. 



77 



Present. 


. Preterit. 


Pres. Part. 


Perf. Part. 


Eead 


read 


reading 


read 


Kid 


rid 


ridding 


rid 


Set 


set 


setting 


set 


Shed 


shed 


shedding 


shed 


Shut 


shut ' 


shutting 


shut 


Shred 


shred 


shredding 


shred 


Slit 


slit 


slitting 


slit 


Split 


split 


splitting 


split 


Spread 


spread 


spreading 


spread 


Thrust 


thrust 


thrusting 


thrust 


Wont 


wont 


wonting 


wont 



We have now arrived at the questions upon what you 
have learned concerning Verbs ; they are to be answered in , 
the same manner that you answered the questions upon the 
noun and pronoun. 



QUESTIONS ON THE VERB. 

What is a Verb ? With how many kinds of Verbs are you 
acquainted ? What is a Transitive Verb ? What is an In- 
transitive Verb ? What is a Passive Verb ? What is a Keg- 
ular Verb ? What is an Irregular Verb ? What is an Aux- 
iliary Verb ? What is a Defective Verb ? Can you mention 
the different modifications of the Verb ? What do you mean 
by mood ? How many moods have Verbs ? What are they 
called ? What does Infinitive mean ? Indicative ? Poten- 
tial ? Subjunctive ? Imperative ? What sign has the In- 
finitive ? What has the Potential ? What has the Subjunc- 
tive ? What do you mean by Tense ? How many grand di- 
visions of time are there ? How many tenses has the Infin- 
itive Moodl How many has the Indicative? How many 
the Potential ? How many the Subjunctive ? How many 
the Imperative ? How many numbers have Verbs ? Do 



78 THE youth's grammar. 

Verbs always change their spelling to indicate their num- 
ber? How do you know the number of a Verb? How do 
you know the person of a Verb ? What do you mean by 
the Conjugation of a Verb ? How many Principal Parts 
have Verbs ? What are these Principal Parts ? 

EXERCISES. 

You will now mention the nouns and pronouns in the fol- 
lowing sentences, telling the gender, number, person, and 
case, of each. Mention also the Verbs, telling whether they 
are Transitive, Intransitive, Passive, Regular or Irregular ; 
also, tell their mood, tense, number and person according to 
the following example : 

JOHN TOUCHED JAMES. 

Here the word touched is a Transitive Verb, because it 
admits an object after it ; it is Regular, and its Principal 
Parts are Pres. Touch ; Preterit, Touched ; Pres. Partici- 
ple, Touching ; Past Participle, Touched ; it is in the Indi- 
cative mood, because it declares an action ; it is in the Pre- 
sent tense, because it denotes Present time ; it is in the Third 
person and Singular Number, because its Nominative, John, 
is in the Third Person and Singular Number. 

In this way you will now proceed to describe the Verbs in 
the following sentences : 

The knife has been broken. I saw the pen that you lost. 
What have you taken ? Whom have you whipped ? Whose 
horse have you seen? Shake this bottle! Run! I will 
catch you. James has hurt himself. John has pinched his 
finger. Jane's finger is broken. Mine has been frozen. 
Yours will be burned. I may be flogged. You must come 
soon. He might have come. Carry this trunk home. I do 
not love your friend. You ought to love him. John will 



THE youth's grammar. 79 

arrive this -evening. You must follow him. Thomas is a 
good boy. Good boys are beloved "We shall be happy. 
You have been a soldier. I may be a minister. Jane should 
be a lady. Eggs may be chickens. James was a student. 
I wish to be happy. If I were good I should be happy. Be 
good if you can be good. Strive to do what is pleasing. 
Read your book James. Jane studies and thinks. Beware 
of that dog. I will remember, quoth John. 

OF PARTICIPLES. 
Q. What is a Participle ? 

A. A Participle is a word derived from a 
verb, having the properties of a verb and an 
adjective. 

Q. What do you mean by having the properties of a verb 
and an adjective ? 

A. We mean by this, that Participles ex- 
press action, and may be used to qualify or 
describe, as, I see John playing in the yard. 
Iron, when hammered, grows warm. 

Q. Which words express action in these sentences ? 

A. The words playing and hammered. 

Q. Do these words likewise describe ? 

A. They do. The word playing describes 
John ; and the word hammered describes 
iron. 

Q. What, then, do you call those words which both ex- 
press action and describe ? 

A. Participles. 



80 THE youth's grammar. 

Q. You say that Participles are derived from verbs ; can 
you tell in what way they are formed from verbs ? 

A. They are formed from verbs by usually 
adding to the verb the letters ing, ed, or d; 
as from the verb love we form the partici- 
ples loving and loved ; from the verb walk, 
we have walking and ivalked. 

Q. How many Participles have verbs ? 

A. We see by the verbs that we have 
learned to conjugate, that verbs have three 
Participles. 

Q. What are these Participles called ? 

A. They are called the Present, Perfect, 
and Pluperfect Participles. 

Q. What does the Present Participle imply ? 

A. It implies action going on at the pre- 
sent time, or in continuation, as I see John 

KUNMING. 

Q. What does the Perfect Participle imply ? 

A. It implies completion of action, as I saw 
John flogged at school. 

Q. What does the Pluperfect Participle imply ? 

A. It implies a completion of an action 
previous to the completion of another ac- 
tion ; as, John, having played, ran home. 



THE YOUTH'S GRAMMAB. 



81 



James, having been flogged, studied his 
lesson. 

Q. Can you tell now how the Present Participle is 
formed ? 

A. By adding the syllable ing to any 
verb, as knock, knocking ; walk, walking. 

Q. How is the Perfect Participle generally formed ? 

A. By adding d or ed to the verb, as, love, 
loved ; walk, walked. 

Q. How is the Pluperfect Participle formed ? 

A. It is formed by placing the word hav- 
ing, or having heen, before the Perfect Parti- 
ciple of any verb, as loved, having loved or 
having been loved. 

You will now do well to look back at the Participles of the 
verbs Love and Be, which you have already learned to con- 
jugate. 

From the following examples you will learn what Parti- 
ciples are, and how they may be generally formed. 



Infinitive. 


Present. 


Perfect. 


Pluperfect. 


To love 


loving 


loved 


having loved 


To burn 


burning 


burned 


having burned 


To move 


moving 


moved 


having moved 


To dress 


dressing 


dressed 


having dressed 



Mention which words are Participles in the following sen- 
tences : 



82 the youth's grammar. 

I found John reading. I saw you smoking He is a man 
much loved. Stop kicking me. I see James walking. We 
caught him sleeping. We found him exhausted. Overjoy- 
ed, we went on. Intending to return, we took our leave. 
This is an hour well employed. We found him writing a 
letter. John has a horse well trained. Here is a man hon- 
ored and esteemed. I saw Samuel running. Going home, 
I found a book. Having dressed, I rode home. Having 
wiped my slate, I put it in the desk. Having scolded, I 
feel better. 



You may now tell the Present Participles of the following 
verbs : 



To sing 


to beat 


to build 


To learn 


to tell 


to spell 


To bring 


to jump 


to think 


To speak 


to fight 


to choke 



Tell the Perfect Participles of the following : 



To turn 


to burn 


to call 


To learn 


to fold 


to complete 


To compare 


to remember 


to add 


To defend 


to contend 


to mark 



Tell the Pluperfect Participles of the following : 



To compare 


to invent 


to scold 


To correct 


to plunge 


to fret 


To express 


to save 


to roast 


To destroy 


to wipe 


to boil 



THE YOUTH'S GRAMMAR. 



QUESTIONS ON THE PARTICIPLE. 

"What is a Participle ? From what is a Participle derived ? 
How are Participles formed ? How many has each verb ? 
What are they called ? What does the Present Participle 
imply? What does the Perfect imply? What does the 
Pluperfect imply ? How is the Present Participle formed ? 
How is the Perfect formed ? How is the Pluperfect formed? 



EXERCISES. 

You will now mention the nouns, pronouns and verbs in 
the following sentences, describing each as directed in the 
preceding exercises. You will also mention which words 
are participles, as well as the tense of each participle. 

I see John walking home. You caught him listening. 
Having listened, he went away gratified. Having been grati- 
fied, he concluded to stay. I found your friend reading a 
letter. Having preached a sermon, he departed. Having 
talked a long time, he slept. Having obtained what you 
wish, I hope that you are contented. John saw James chas- 
ing the dog. The master caught Joseph whispering. I saw 
my friend, and went away, much pleased. You saw John 
skating. Do you know the dog that you saw me beating? I 
know the man whom we found drowning. The boys whom 
we found fighting are very naughty. When we see men con- 
tending, somebody is to be blamed. This is a man well in- 
structed. Here is a horse saddled and harnessed. Having 
saddled the horse, John rode to the city. These are soldiers 
thoroughly disciplined. I saw the musicians beating their 
drums. The teacher saw John playing instead of studying 
his lesson. 



84 THE youth's gkammar. 



OF ADJECTIVES. 
Q, What is an Adjective ? 

A. An Adjective is a word that describes 
a noun, as, John rides a small horse. 

Q. Which is the Adjective in this sentence ? 

A. The word small, because it describes 
the noun horse, telling us what sort of a 
horse John rides. 

Q. This man loves good beef, English puddings, cream- 
colored horses, singing birds and three meals a day. Which 
words are Adjectives in this sentence? 

A. This is an Adjective, because it points 
out or describes the word man ; good is an 
Adjective, because it describes beef; English 
is an Adjective, because it describes padding; 
cream-colored is an Adjective, because it de- 
scribes horses ; singing is an Adjective, be- 
cause it describes birds ; and three is an Ad- 
jective, because it describes the number of 
meals. 

Q. How many classes of Adjectives are there ? 

A. Six. 

Q. What are these classes called ? 

A. Proper, Common, Participial, Pronom- 
inal, Numeral and Compound Adjectives. 
Q. What is a Common Adjective ? 



THE YOUTH'S grammar. 85 

A. A Common Adjective is a word that 
is used to describe, or qualify, a noun ; as, 
handsome, old, young, good, bad, white, yel- 
low, northern, southern, &c. ; each of which 
may be placed before a noun as a descrip- 
tion of it ; as, an old horse, a young dog, a 
southern house. 

Q. What is a Proper Adjective ? 

A. It is an Adjective formed from a 
Proper noun ; as, Italian, American, Jewish, 
Newtonian / each of which words may also 
be placed before a noun to describe it ; for 
instance: an American ship ; a Jewish priest 

Q. What is a Participial Adjective ? 

A. It is an Adjective which conveys an 
idea of action ; as, a flying fish ; a singing 
bird ; a raging wind. 

Q. What is a Pronominal Adjective ? 

A. A Pronominal Adjective is one which 
limits, defines, or points out a noun particu- 
larly ; as, this man, each woman, every book, 
all boys, &c. 

Q. Is this class of Adjectives very large ? 

A. It is not. 

Q. Can you mention the Adjectives belonging to this 
class ? 



86 



THE YOUTH'S GRAMMAR. 



A. The principal are as follows : 



All 


few 


much 


Any 


former 


many 


Both 


first 


neither 


Each 


latter 


no 


Either 


last 


none 


Every 


little 


one 


Other 


such 


which 


Same 


this 


what 


Some 


that 





Q. Do any of these Pronominal Adjectives change their 
form ? 

A. Two of them do, namely this, and 
thai. These words are changed to these and 
those, when used before a noun in the plural 
number, as this hat, these hats ; that book, 
those books. 

Q. You have already learned that the words which and 
what are sometimes relative and sometimes interrogative 
pronouns ; how can you tell when they are Pronominal Ad- 
jectives ? 

A. They are Pronominal Adjectives when 
they are connected with a noun ; as, which 
book, what man. 

Q. What are Numeral Adjectives ? 

A. Numeral Adjectives are those w T hich 
express number ; as, one boy ; two pens ; 
three tables ; twenty birds, &c. 

Q. How many kinds of Numeral Adjectives are there ? 



THE youth's grammak. 8.7 

A. Three kinds. 

Q, What are they called ? 

A. 1. Cardinal. 2. Ordinal. 3. Multi- 
plicative. 

Q. Can you give an example of the Cardinal ? 

A. One ; two ; three ; four ; six ; twenty ; 
fifty; hundred, &c. 

Q. Can you give examples of the Ordinal ? 

A. First ; second ; third ; fourth ; sixth ; 
twentieth, &c. 

Q. Can you give examples of the Multiplicative ? 

A. Single ; double ; triple, or threefold ; 
fourfold ; sixfold ; ninefold ; tenfold, &c. 

Q. What are Compound Adjectives 2 

A. They are Adjectives that consist of 
two or .more words; as, cream-colored ; sweet- 
scented ; two-faced, &c. 

You may now mention the Adjectives in the following 
sentences, naming also the class to which each beloogs : 

James is a good boy. John is mischievous. This house is 
white. You are a smart lad. This is an English book. I 
ride a kicking horse. Running horses make fighting men. 
Here are five apples. The first apple is mine. The fourth 
ipple is John's. This laughing girl is silly. These books 
ire humorous. This book is morocco-bound. I have four 
Dottles and one cork. Dogs are four-legged animals. What 
^ook do you want ? I wish this book and that pen. Which 
pencil may I have ? I wish the Italian Reader. Have you 



88 THE youth's grammar. 

my French Grammar ? All boys are not saucy. Some boys 
are very naughty. Every man should do good. 

OF THE COMPARISON OF ADJECTIVES. 
Q. What modifications have Adjectives ? 

A. Adjectives have no other modifications 
than Comparison. 

Q. What is meant by Comparison ? 

A. Comparison is a change in the form of 
an Adjective to express quality in different 
degrees ; as, high, higher, highest 

Q. How many degrees of Comparison are there ? 

A. Three. 

Q. What are these different degrees called ? 

A. The Positive, Comparative and Super- 
lative. 

Q. What is the Positive degree ? 

A. It is the simple form of the Adjective ; 
as, high, sharp, bad, good, small. 

Q. What is the Comparative degree ? 

A. It is that form of the Adjective which 
qualifies in a greater or less degree ; as, 
higher, sharper, worse, better, smaller. 

Q. What is the Superlative degree ? 

A. It is that form of the Adjective which 
qualifies in the greatest degree ; as, highest, 
sharpest, worst, best, smallest. 



the youth's grammak. 89 

The following are examples of the regular Comparison of 
Adjectives, which will enable you to compare any Adjective 
whose comparison is regular : 



Positive. 


Comparative. 


Superlative. 


Brave 


braver 


bravest 


Sweet 


sweeter 


sweetest 


Long 


longer 


longest 



Q. From these examples how do you learn that the 
Comparative is formed ? 

A. It is formed by adding er to the posi- 
tive ; as, high, higher. 

Q. And how do you form the Superlative ? 

A. By adding est to the positive ; as, high, 
highest. 

Q. Can all Adjectives be compared in this way ? 

A. They cannot, because all adjectives 
will not admit of adding er or est to them ; 
for instance, we cannot say glorious, glori- 
ouser, gloriousest. 

Q. How then can we compare Adjectives of this kind ? 

A. By the use of the words more and 
most ; as, glorious, more glorious, most glo- 
rious. 

Q. Which word indicates the Comparative, and which 

the Superlative ? 

A. More denotes the Comparative, and 
most the Superlative. 

8* 



90 



THE YOUTH'S GRAMMAR. 



Note. — You must not understand by this that the words 
more and most form a part of the adjective glorious. 

Q. Are there any Adjectives that cannot be compared by 
either of these rules ? 

A. The following cannot ; and they are 
called adjectives of irregular comparison. 



Positive. 

Good 
Bad or ill 
Little 
Much 
Many 



Comparative. 


Superlative. 


better 


best 


worse 


worst 


less 


least 


more 


most 


more 


most 



You may now endeavor to compare the following Adjec- 
tives : 



Deep 

Playful 

Strange 

Wise 

Safe 

Thick 

Stupid 

Dutiful 



righteous 

beautiful 

serene 

elegant 

black 

white 

lovely 

thin 



proud 

haughty 

foolish 

wonderful 

delightful 

amiable 

ambitious 



ADJECTIVES NOT COMPARED. 
Q. Can all Adjectives be Compared ? 

A. They cannot. 

Q. What kind of Adjectives cannot be compared? 

A. Those Adjectives cannot be compared 
whose signification does not admit of com- 



THE YOUTH'S GBAMMAK. 91 

parison ; as, all, each, ttvo, three, first, right, 
perfect, eternal. These Adjectives, and many 
more, can neither qualify in a greater nor 
less degree. 

Q. To what degree may we say that such Adjectives are 
restricted ? 

A. To the Superlative degree ; for two 
can be neither more nor less than two ; all 
can be neither more nor less than all / and 
perfect neither more nor less than perfect 

You may now mention the Adjectives in the following sen- 
tences, and tell the degree of each : 

Apples are good, pears are better. Jane is an excellent 
girl. John is a foolish fellow. Sarah is the sweetest of 
girls. Here are two pens and six pins. All boys are not 
bad. Every girl should be modest. Each boy shall have a 
fine top. This paper is brown and thick. It is thicker than 
mine. You have told an amusing story. John is a mirth- 
loving lad. James is skilful ; John is more skilful ; Job 
most skilful. Dick is the worst boy in school. American 
soldiers are the bravest of men. You have more marbles 
than John. These books are old and dirty. These are old, 
but yours are older. Jane is small, but she is stronger than 
her tall sister, Mary. The mast of that ship is longer than 
the black pipe of this steamboat. 

QUESTIONS ON THE ADJECTIVE. 

"What is an Adjective ? How many classes of Adjectives 
are there ? What are these classes called ? What is a Com- 
mon Adjective ? What is a Proper Adjective ? What is a 



92 THE youth's grammar. 

Participial Adjective ? What is a Pronominal Adjective ? 
Can you mention the principal Pronominal Adjectives ? 
Which of these Adjectives sometimes change their form ? 
How can you know when the words which and what are Pro- 
nominal Adjectives ? What is a Numeral Adjective? How 
many kinds of Numeral Adjectives are there ? What are 
they called ? Can you give examples of each class ? What 
are Compound Adjectives? What is meant by Comparison? 
How many degrees of Comparison are there? What are 
they called ? What is the Positive degree ? What is the 
Comparative? What is the Superlative? How is the Com- 
parative formed ? How is the Superlative formed ? Can all 
Adjectives be compared by adding er or est to the Positive ? 
How can we compare those Adjectives which will not admit 
of the addition of er or est ? Can all Adjectives be com- 
pared? Can you mention a few that cannot be compared? 
Of what degree may we call those which cannot be compared ? 

EXERCISES. 

You may now mention the nouns, pronouns, verbs and 
participles in the following sentences ; describing each of 
them as directed in the preceding exercises. You may also 
mention the Adjectives, and describe them as follows : 

John is tall ; but James is taller. 

In this sentence tall is an Adjective, because it is a word 
used to describe a noun ; it is a Common Adjective of the 
positive degree, and belongs to John, which it decribes. 
Taller is an Adjective, because it is a word used to describe 
a noun ; it is a Common Adjective of the comparative de- 
gree, and belongs to the noun James, which it describes. 

This string is long. The roads are muddy. These books 
are new. Dutch cheese is good. James loves Scotch ale. 



THE YOUTH'S GRAMMAR. 93 

I have six buttons. We see a beautiful bird. John rides a 
gray horse.. The doctor owns two running horses and a 
hunting dog. Donkeys are long-eared animals. You have 
an agreeable little house and a fine garden. My garden is 
larger than his. This man is my best friend. He is more 
amiable than you. She is the most charming creature in 
the world. This is my first cigar. He wants a double por- 
tion. 

OF ADVERBS. 
Q. What is an Adverb ? 

A. An Adverb is a word that qualifies a 
verb, participle, adjective, or another ad- 
verb ; as, John works well. 

Q. Which is the Adverb in this sentence ? 

A. The word well, because it describes 
the verb works, telling how John works. 

Q. Can you give another definition of Adverb ? 

A. An Adverb is a word that expresses 
time, place, degree or manner ; for instance, 
the words now, yesterday, soon, express time ; 
the words here, there, yonder, express place ; 
the words much, enough, scarcely, express 
degree ; and the words sweetly, tmdy, kind- 
ly, express manner. 

As there are several sorts of time, several sorts of place, 
and several sorts of degree and manner, grammarians have 
thought best to subdivide these grand divisions of Adverbs. 



94 



THE YOUTH'S GRAMMAR. 



This being a very good plan, we shall accordingly divide 
Adverbs into the following Classes, which it would be well 
to study carefully : 



Class I.— ADVERBS OF TIME. 

1. Of time present. 



To-day 

Yet 

At present 

At once 



now 

presently 
immediately 
instantly 



2. Of time past. 



Yesterday 


lately 


already 


Recently 


heretofore 


anciently 


Hitherto 


ago 


since 


Of late 


formerly 


erewhile 



To-morrow 
Henceforth 



3. Of Future Time. 



hereafter 
erelong 



by-and-by 
soon 



4. Of Relative Time. 



Then 


when 


after 


Before 


while 


before 


Till 


betimes 


seasonably 


Until 


late 


early 



THE YOUTH'S GRAMMAR. 



5. Time repeated. 



95 



Again 


yearly 




often 


Frequently 


once 




oft 


Seldom 


twice 




rarely 


Daily 


thrice 




occasionally 


Weekly 


four times 




sometimes 


Monthly 


five times, 


&c. 


now-and-then 



Alway 
Continually 



6. Of Absolute Time. 



eternally 
ever 



perpetually 
never 



7. Of the order of Time. 



First 
Secondly 



thirdly 
fourthly 



fifthly 
sixthly, &c. 



Class II— OF THE ADVERBS OF PLACE. 

1. Of Place in which. 



Where 


wherever 


above 


Here 


everywhere 


below 


There 


without 


yonder 


Somewhere 


whereabout 


about 


Anywhere 


hereabout 


around 


Elsewhere 


thereabout 


within 


Nowhere 







96 



Out 
Away 



THE YOUTH'S GRAMMAR. 

2. Of Place from which. 

whence hence 

thence 

3. Of Place to ivhich. 



In 


downwards 


whither 


Inwards 


back 


hither 


Up 


backwards 


thither 


Upwards 


forth 




Down 


forwards 





Firstly 



4. Of the Order of place. 

secondly thirdly, &c. 



Class III.— OF ADVERBS OF DEGREE. 



1. Of Abundance and Excess. 



Much 


principally 


fully 


Greatly 


chiefly 


completely 


Too 


mainly 


perfectly 


Very 


generally 


totally 


Far 


entirely 


wholly 


Besides 


full 


altogether 


All 


exceedingly 


immeasurably 


Stark 


excessively 


inconceivably 


Quite 


extravagantly 


infinitely 


Clear 


intolerably 





THE YOUTH'S GRAMMAR. 



97 



2. Of Deficiency. 



Little 
Scarcely 
Hardly 
Barely 


merely 
only 

nearly 
almost 

3. Of Equality. 


but 

partly 

partially 


Enough 
Sufficiently 


equally 
so 

4. Of Quantity. 


as 
even 


Something 

Anything 

Nothing 


how 
however 


howsoever 
eyerso 



Glass IV.— ADVERBS OF MANNER. 



1. Of Quality. 



"Well 

ni 



speedily 
shamefully 



wisely 
cruelly 



There are a great many Adverbs of quality, derived from 
adjectives of quality, by adding ly to them. 



2. Of Affirmation. 



Yes 


yea 


ay 


Indeed 


surely 


forsooth 


Truly 


certainly 


amen 


Yerily 


doubtless 




Oertes 


undoubtedly 
9 





98 



THE YOUTH'S GRAMMAK. 





3. Of Negation, 




No 
Nowise 


nay 

4. Of Doubt. 


not 


Perhaps 
Haply 


possibly 
perchance 

5. Of Mode. 


peradventure 
may-be 


Thus- 
So 


like 
else 


apart 
necessarily 


How 


otherwise 


asunder 


Somehow 
However 
Howsoever 


across 
together 

6. Of Cause. 


namely 
particularly 




therefore 


wherefore 



Q. Have Adverbs any modifications ? 

A. Tliey have none. There are, however, 

a few that are compared like adjectives ; 
they are as follows : 

Positive. Comparative. Superlative. 

Often oftener oftenest 

Soon sooner soonest 

Well better best 

111 or badly worse worst 

Little less least 

Forth further furthest 

Far farther farthest 



the youth's grammar. 99 

You may now mention the Adverbs in the following sen- 
tences ; and the class to which each belongs : 

Susan talks wisely. John runs swiftly. James writes 
slowly. John can walk faster than you. James is well pleased 
with you. Yes, he likes me to-day. He will like you to- 
morrow. Henceforth this is yours. It shall always be 
mine. I tell you again to go home ! Nightingales sing sweet- 
ly. Perhaps I shall go home. When will you speak ? You 
have told me twice : I'll go soon. Whither are you going ? 
I go hence to New York. How often do you write to your 
son. I write to him monthly. He writes to me frequently . 
I have already seen your house. 

QUESTIONS ON THE ADVERB. 

What is an Adverb? What do Adverbs express? How 
are Adverbs of time divided ? How are Adverbs of place 
divided ? How are Adverbs of degree divided ? How are 
Adverbs of manner divided? What is said of the Adverbs 
of quality ? Have Adverbs any modifications ? 

EXERCISES. 

You may now mention the nouns, pronouns, verbs, parti- 
ciples, and adjectives in the following sentences, describing 
each of them as directed in the preceding exercises. You 
may also mention the Adverbs, naming the class to which 
each belongs : 

James says his lesson well. Yes, and he is a very good 
boy. He shall be handsomely paid. This man is partially 
deranged. He is very little better than a madman. He has 
been shamefully treated. Whence do you come to-day. 
Here is your hat. No, I see it yonder. You shall have it 
erelong. I wish it immediately. He goes home daily. He 



100 THE YOUTH'S GRAMMAK. 

fought thrice yesterday. We sometimes play ball. These 
girls never know their lessons. Now and then they can 
guess some of it. Their teacher scolds them continually. I 
once saw her punishing Jane. I think that she has deserved 
it at least twice. Shall we sing by-and-bye? No : we have 
already sung. Heretofore you have acted very well, and you 
shall have a holiday. John you must arise betimes. Little 
boys should not sleep till the breakfast is ready. "We sel- 
dom see our friends. Your cousins call frequently, and al- 
ways inquire about you. 

OF ARTICLES. 
Q. "What is an Article ? 

A. An Article is a word used to point 
out a noun ; as, a book, the horse. 

Q. How many Articles are there? , 

A. Two. " 

Q. Can you mention them ? 

A. They are a or an, and the. 

Q. What is the difference between a and an t 

A. There is no difference at all between 
these words. 

Q. How do you know when to use a, and when to use an ? 

A. The Article a is used before a word 
that begins with a consonant ; as, a pen ; and 
an is used before a word that begins with a 
vowel sound ; as, an apple, an hour, 

Q, Are the Articles divided into classes ? 

A. They are. 



THE YOUTH'S GKAMMAK. 101 

Q. "What are the names of these classes ? 

A. Definite and Indefinite. 

Q. To which class does the Article the belong ? 

A. The is called the definite Article. 

Q. Why is it called the definite Article ? 

A. Because it defines or points out some- 
thing particularly ; for instance, when we 
say the book, we mean some particular book, 
and not any book or every book. 

Q. To which class does the Article a or an belong ? 

A. The word a or an is called an indefi- 
nite Article. 

Q. Why is it called an indefinite Article ? 

A. Because it does not define or point out ; 
for instance, when we say, Give us a book, 
we do not mean some particular book, but 
we mean any book that you may please to 
give. 

Q. Have the Articles any change of form ? 

A. They have no other forms than those 
mentioned. 

Q. Before nouns of what number do you place the Ar- 
ticle a or an ? 

A. The indefinite Article a, or an, is 
placed before nouns of the singular number 
only ; as, a goose, an orange ; we could not 
say a geese or cm oranges. 



102 THE YOUTH'S grammar. 

Q. Before nouns of what number may you place the Ar- 
ticle the ? 

A. The definite Article the may be placed 
before nouns of the singular or plural num- 
ber ; as, the goose, the geese ; the orange, the 
oranges. 

You may now mention the Articles in the following sen- 
tences, as well as the class to which each belongs : 

We have a horse. You have an apple. He has the pea 
She sees a knife. Where is the comb ? The combs are old. 
Take the inkstand. Who has an old knife ? This stick is an 
inch long. The captain has a house. He has a house and 
an orchard. This is an honorable man. He is a man much 
honored. The new books are wanted. 

QUESTIONS ON THE ARTICLE. 

What is an Article? How many Articles are there? 
What are they*? When do you use 0, and when an ? Which 
is the definite Article ? Which is the indefinite? Have the 
Articles any change of form ? Before nouns of what num- 
ber do you use the Article a or an ? Before nouns of what 
number do you use the Article the ? 

EXERCISES. 

Describe, as in other exercises, the nouns, pronouns, verbs, 
participles, adjectives and adverbs in the following sentences. 
Describe the Articles also : 

I see a boy drawing a sled. What did you buy at the 
store ? I bought a very good hat. Where is the singing 
bird ? The boy has fourteen pins. He is my second cousin. 



THE youth's grammar. 103 

Do you know the man who broke the watch ? Of whom 
does the lad speak? Perhaps he speaks of himself; ask 
him. I do not see the boy's gun. She sees her brother's 
knife ; it is the oldest knife ever used. Give me the knife ; 
I would like to cut this stick. I have the curious book that 
you saw yesterday. The dogs fought furiously. I helped 
an old man whom I saw crawling by me. I tasted the wine 
that you purchased for me, and I found it sweeter than my 
friend's. This man thinks himself ten-fold wiser than all 
whom he at present knows. 

OF CONJUNCTIONS. 

Q. What is a Conjunction? 

A. A Conjunction is a word used to con- 
nect words and sentences; as, bread and 
butter. 

Q. Between what words is there a connection here ? 

A. Between the word bread and the word 
butter. 

Q. What, then, will you call the word that forms this con- 
nection ? 

A. Conjunction. 

Q. Can you show how a Conjunction connects sentences? 

A. James is good because lie is obedient 
In this case, the sentence, James is good, 
and the sentence, he is obedient, are con- 
nected by the word because, which we must 
therefore call a Conjunction. 

Q. Do all Conjunctions simply connect words and sen- 
tences ? 



104 the youth's grammar. 

A. They do not. 

Q. Can you give an instance when they do anything else 
besides connecting words and sentences ? 

A. Jolin is small but lie is strong. Here 
the word but not only connects two sen- 
tences, but it denotes opposition or contrast ; 
for while our attention is called, in the first 
sentence, to the fact that John is small, the 
word but conies in immediately after, and 
prepares us for something to oppose this 
smallness, or contrast with it. 

Q. What may we call these Conjunctions which denote 
opposition or contrast? 

A. Disjunctive Conjunctions. 

Q. Why should we call them by this name ? 

A. Because our most popular grammari- 
ans do the same, although the name is a con- 
tradiction of terms. 

Q. What would be a better name for them? 

A. Conjunctions of Contrast ; because 
conjunctions of this class denote opposition 
or contrast. 

Q. What shall we call those Conjunctions which serve to 
connect words and sentences ? 

A. Copulative Conjunctions. 

Q. How many kinds of Conjunctions have we then? 

A. Two. 



the youth's gkammak. 105 

Q. What are they ? 

A. Copulative Conjunctions, and Conjunc- 
tions of Contrast. 

The following is a list of the principal Copulative Con- 
junctions, which you will, of course, commit to memory : 

And for 

As because 

If both 
That 

The following is a list of the principal Conjunctions of 
Contrast : 



Or 


although 


lest 


Nor 


than 


whether 


Either 


but 


save 


Neither 


yet 


unless 


Though 


except 


notwithstanding 



You will now name the Conjunctions, and the classes to 
which they respectively belong in the following sentences : 

I see that you have it. I shall fall if you let go. I shall 
run and jump. He will do it, though you object. You will 
do it, for you are wise. I see neither you nor George. He 
came, notwithstanding all I said. He holds you lest you fall. 
I will strike, unless you. leave me. Will you have this, or 
that, or the other ? I desire this and that, but the other I 
do not want. 

QUESTIONS ON THE CONJUNCTION. 

What is a Conjunction ? Do Conjunctions ever serve any 
other purpose than to connect words and sentences ? What 



106 THE youth's grammar. 

other purpose do they serve ? What do most grammarians 
call Conjunctions denoting Contrast ? What may they more 
properly be called? What are those Conjunctions called 
which only connect ? How many kinds of Conjunctions 
are there? Can you repeat the Copulative Conjunctions? 
Conjunctions of Contrast ? 

EXERCISES. 

Describe, as in the preceding exercises, the nouns, pro- 
nouns, verbs, participles, adjectives, adverbs and articles in 
the following sentences : tell also the Conjunctions, mention- 
ing their kind : 

He and my friend are here. I said that it would rain. 
Take your cloak if it rains. He will take it though you may 
wish to use it. I shall stay here unless you consent to go. 
The man having been bruised sorely, determined to yield. 
The oldest inhabitant departed yesterday, and will doubtless 
be absent for a long time. John has neither hat, nor coat, 
nor shoes. Tell him that I will give him whatever he wishes. 
He is very grateful notwithstanding his singular conduct. 
John has either an apple or a pear. He has both yours and 
mine. I must see John, for he and I have important business 
to transact. 

OF PREPOSITIONS. 

Q. What is a Preposition ? 

A. A Preposition is a word that shows 
the relation between other words ; as, m, by, 
from. 

Q. Can you illustrate what you mean by showing the re- 
lation between other words? 

A. The booh is ok the table. In this case 



THE YOUTH'S GRAMMAR. 107 

the word on is a Preposition, and shows the 
relation between book and table ; that is, 
it shows the relative position of these two 
things ; for if we were to say the book is 
ukder the table, their relative position would 
then be changed ; they would then be in a 
different relation to each other. 

Q. Can a relation exist without, at least, two parties or 

objects ? 

A. It cannot. 

Q. Is it necessary that the Preposition should always he 
between the words that are related ? 

A. It is not ; for instance, we could say 
on the table is the book. 

Q. Since Prepositions show the relation between at least 
two words, what may we call the word which follows most 
directly after the Preposition ? 

A. The subsequent term, or object? 

Q. What shall we» call the other term of relation ? 

A. The antecedent term. 

Q. What kind of words may be related by Prepositions ? 

A. The antecedent term may be either a 
noun, a pronoun, an adjective, a verb, a par- 
ticiple, or an adverb ; the subsequent term 
may be a noun, a pronoun, a participle, or a 
verb in the infinitive mood. 



108 



THE YOUTH'S GRAMMAR. 



You may now learn to repeat the following list of P 
litions '. 


Above 
Aboard 
. About 
Across 


during 
except 
excepting 
for 


After 


from 


Against 
Along 
Amid 
Amidst 


in 

into 

notwithstanding 

of 


Among 

Amongst 

Around 


off 
on 
out 


At 


out of 


Athwart 


till 


Before 
Behind 


touching 
toward 


Below 


towards 


Beneath 


under 


Beside 


underneath 


Besides 


until 


Between 


unto 


Betwixt 


up 


Beyond 
By 

Concerning 
Down 


upon 
with 
within 
without 



You may now mention the Prepositions in the following 
sentences ; mention also the words related, telling which are 
the antecedent, and which are the subsequent terms : 

A cow is in the garden. The cat is under the bed. The 
cat is between John and Jane. The earth moves around 
the sun. The ape is up the tree. John stands before the 



THE YOUTH'S GRAMMAR. 109 

fire. -He walks across the room. Upon the bed you will 
find my hat*. The clouds are above our heads. John was 
good during your absence. I was talking about you. The 
clock is behind the door. The chaise passed by the door. I 
shall be with you this evening. He will walk towards the 
city. In the sea are shells and fishes. 

QUESTIONS ON THE PREPOSITIONS. 

What is a Preposition ? Is it necessary that the Preposition 
should always be between the words that are related ? What 
is the subsequent term of a relation ? What is the antece- 
dent term of a relation ? What kind of words may be re- 
lated by Prepositions ? 

EXERCISES. • 

Describe, as in the preceding exercises, the nouns, pro- 
nouns, verbs, participles, adjectives, adverbs, articles and 
conjunctions in the following sentences ; mention also the 
prepositions, and show which words are related in each in- 
stance : 

Mary lives in Newark. He stays at my house, for there 
he finds all his friends. Quacks are a much-abused class of 
men, and they have more brains than people usually suppose 
them to possess. Among all classes of people you will find 
men whose heads might be smaller, and yet large enough to 
hold everything they contain. Look here, and you will see 
John running very fast towards home. The gardener's spade 
stands against the wall ; bring it to me at once. Place a 
lamp on the table and move the chair behind it. Beneath 
the lowliest roofs you will often find the proudest hearts. 
What can you say concerning this man ? There are three 
houses beyond the woods, at which you must stop, for you 

10 



110 THE YOUTH'S GRAMMAR. 

will certainly meet agreeable frieDds. You will doubtless 
find the needle under the hay -stack. Did you come from 
Boston yesterday? He ran after me during the whole day. 

OF INTERJECTIONS. 
Q. What is an Interjection ? 

A. It is a word used to express some sud- 
den feeling or emotion ; as, Oh ! Pshaw ! 

Q. May Interjections be divided into classes ? 

A. They may be as follows : 
1. Of Sorrow. 

Oh! Alas! 

Ah! Alack! 

2. Of Joy. 

Hey ! Eigh ! 

3. Of Surprise. 

Heigh ! Eeally ! 

Ha ! Strange ! 



4. Of Contempt. 



Fudge ! Pshaw ! 

Poh ! Pish ! 

Pngh ! Tush ! 



THE YOUTH'S GRAMMAR. Ill 



5. Of Aversion. 

Fie ! Avaunt ! 

Foh ! Begone ! 



6. Of Calling. 

Ho ! Holla ! 





7. Of Salutation. 


All hail 
Hail! 


! Welcome ! 




8. Of Exultation. 


Huzza ! 


Hurrah ! 


9. 


Of Calling to attention. 


Behold! 
Lo! 

See! 


Look! 
Hark! 




10. Of Silencing. 


Hush ! 
Mum ! 


Hist! 



11. Of Calling to stop. 

Whoh ! Avast ! 



112 THE YOUTH'S GRAMMAR. 

You may now mention the Interjections in the following 
sentences : 

Alas ! I have lost my friend. Ha ! where has he gone 8 
Begone ! I dislike you sir exceedingly. Holla ! Come here, 
John. Oh, here they are ! Welcome friends ; we are glad 
to see you. Hurrah! John has caught his dog. See! There 
is Joseph and his sister, Mary. Hush ! Nobody can hear 
anything but your tongue. Hist! There is John, and he 
will report you. Avast ! Bear a hand here, man ! "Whoh ! 
Buck. Haw! Gee! 

EXERCISES.— No. I 

The pupil is required to tell to what part of Speech each 
word belongs in the following sentences : 

I am happy, and you are unhappy. My friend is poor, 
but he is contented. Your neighbor has a very handsome 
horse. Give this beautiful book to your sister. Give the 
pencil to her ; perhaps she may prefer it. Jupiter was the 
god of heaven and of Earth, among the Greeks and Romans. 
Apollo was the god of the Sun. Romulus was the first king 
of the Romans. Alexander was king of Macedonia. When 
we are wicked we are not beloved. Who were the first 
Christian Emperors ? Constantine and his sons were the 
first. Kings have their friends but they have also their en- 
emies. We feel happy in forgiving our enemies. To for- 
give an enemy is noble. The Arabs do not kill prisoners to 
whom they have given food. The Sun is greater than the 
Earth. Croesus was the richest king in the world. This 
king was conquered by Cyrus the Persian. Numa was the 
most pious of all the kings of Rome. He was the first legis- 
lator of the Romans. 



THE YOUTH'S GRAMMAR. 113 



EXERCISE No. II. 

Where have you dined to-day ? I dined at yonr brother's 
house, where I saw your son. Having broken the knife, I 
gave it to John. I travelled once in Italy, and I made a 
valuable collection of medals. I should be glad to see you 
united, happy and comfortable. He will become wise if he 
study. I will become rich, if I continue to earn money. 
Never forget to perform your duties. Do you believe that 
he intends to speak to you ? Do you think that your father 
will start to-day ? I think that he will go soon. I fear that 
your brother may be sick. I doubt whether the Romans 
would have ever triumphed over the Gauls, if the different 
chiefs of this Avarlike people had not been disunited. I am 
sorry to say that you have neglected to study your lessons. 
Do you think that your sisters will come before two o'clock ? 
I regret to say that she will not come to-day. 

EXERCISE No. Ill 

My sister is handsome, my cousin handsomer, and my 
wife is handsomest. These green shoes are cheaper than 
the yellow slippers which you bought yesterday. I love the 
English language, but I think that the French language is 
more beautiful and less difficult to learn. I received, yes- 
terday, twenty-five dollars, of which I immediately spent 
twelve. Peter the Great was a great man, though a very 
cruel sovereign. The fourth of July is a day honored by all 
good American citizens. John is the seventh boy who has 
fallen into this pond. This humming-bird was caught to- 
day. Shooting stars are frequently seen. Do not deride a 
fallen enemy. This white-washed house was formerly an 
old barn. Many two-legged animals might be called geese, 
although they have no feathers. What man did I see walk- 
ing with you two or three hours ago. 
10* i 



114 THE YOUTH'S GRAMMAR. 

EXERCISE No. IV. 

I know that thou art a man honored for thy money. He 
is a man esteemed for his education. She is too proud of 
her handsome face. We often eat when we arc not hungry. 
You said that we had forsaken our friends. We now tell 
you that our friends are too good to lose. We may have 
many books, but they do not instruct us sufficiently. This 
cider is cool and refreshing, but it is not sweet enough. The 
gentleman, of whom you speak, is my most intimate friend. 
This man, wnose father you formerly knew, has become 
heartless and worthless. The book that lies upon your 
friend's table, is certainly worthy of his attention. This 
man, whoever he may be, is an excellent fellow. Yes, my 
dear friend, I know what you wish, but I cannot accom- 
modate you at present. This book, to whomsoever it may 
belong, should not be here. 

EXERCISE No. Y. 

The weather is very fine to-day, though a little chilly. 
Since the last storm, the weather has changed, and it is so 
cold that the streets are covered with ice. In walking down 
the hill, I fell twice. General Taylor marched boldly against 
the warlike Mexicans. Having hastily swallowed my soup, 
I wrote the letter. To die manfully defending your country 
is a fortune earnestly to be desired. To die, courageously 
proclaiming the truth, is a fortune which an angel might 
desire. He walked rapidly towards the door, and struck 
thrice against it. They voted unanimously against the re- 
solution. The soldiers having finished their work, were rest- 
ing quietly on the ground. He suddenly seized the poker 
and began to stir the coals. While you are smoking your 
pipe I will read J a few lines of this book, which you have 
perhaps seen before. I shall be much pleased to hear some- 
thing good. 



THE YOUTH'S GRAMMAR. 115 



EXERCISE No. VI. 

What can we use to defend ourselves against the torments 
of adversity ? In what part of the earth can we conceal 
ourselves from the searching eye of God ? We have been 
at your cousin's house lately. This gentleman ran over a 
small boy in the street. You will find three houses on the 
top of the mountain. Your uncle walked this morning with 
his beautiful daughter. You will sometimes find a light 
hidden under a bushel. Tell me not a word more of a man 
who behaves so badly. I received a letter yesterday from 
your excellent father. Take these books from the table, and 
place them upon the shelves. We walked towards the city. 
You will find some papers in my hat. I have spoken to your 
friend concerning your affairs. He will be directed by your 
orders. I can say nothing touching this business. 

EXERCISE No. VII. 

Many persons work only to obtain riches. The heavy 
rains which we have had during the Spring have caused 
many diseases. The figures which we have learned to 
draw, are very beautiful. The rule which I have begun to 
explain, seems to me very easy. He has received all the 
things that he has chosen to demand. I will do, carefully, 
everything that you have recommended to me. The most 
learned man is generally he who thinks most modestly of 
himself. The law which God had deeply engraven on my 
heart, instructs me in everything I owe to the author of my 
being, to my neighbor, and to myself. We seldom repent 
of talking little, but very often of talking too much. Dante 
tells us that the road of virtue is difficult at the beginning, 
then more easy, and, at last, very agreeable. Hypocrisy is 
an homage that vice always renders to virtue. 



116 THE YOUTH'S GRAMMAR. 



EXERCISE No. VIIL 

The diamond that has fallen in a ditch, is not less pre- 
cious ; and the dust that the wind has raised, even to the 
sky, is not less vile. A judge, honest, educated, and disin- 
terested ; a woman, pretty, young, virtuous and amiable ; 
and a friend, sincere, discreet, and obliging, are rare ; but 
they are precious treasures which exist, and which may be 
found. A great hat on the head, a big book under the arm, 
large spectacles on the nose, and clumsy shoes on the feet; 
this is the portrait of a pedant. Miltiades had only two 
thousand men at Marathon: Cresar employed only twenty- 
two thousand at Pharsalia ; and Epaminondas had but six 
thousand at Leuctra. Saturn, one of the most distant of 
the planets, employs twenty-nine years, five months and 
seventeen days, in revolving around the Sun. Mercury trav- 
els around the Sun once in two months and twenty-seven 
days. The first king of Rome was Romulus ; the seventh 
and last was Tarquin the proud. 

EXERCISE No. IX. 

Our thoughts are our own whilst we keep them in our 
hearts ; but when once we let them go, they are in the 
power of another, who may use them to destroy us. Scar- 
ron, a little while before dying, saw his relations and domes- 
tics weeping around his bed ; " my friends," said he, " you 
will never weep as much as I have made you laugh." Cor- 
nelia, daughter of the great Scipio, and wife of the Consul 
Sempronius, was once with some Roman ladies who were 
displaying their precious stones, jewels and dresses. They 
asked Cornelia to show hers also ; this good Roman lady 
immediately called her children, whom she had raised care- 
fully for the glory of her country, and showing them, she 
said ; " these are my jewels." Dolabella said to Cicero : 



THE YOUTH'S GRAMMAR. 117 

u Do you know that I am only thirty years old ?" " I ought 
to know it, quoth Csesar, for you have been telling me this 
during the last ten years." He who begins a lawsuit, plants 
a palm-tree which never gives fruit to him who plants it. 

EXERCISE No. X. 

A countryman was once cutting a tree at the side of a 
river when his axe unluckily fell into the water, and he 
could not recover it. Mercury appeared to him. " Is this 
thy axe, brave man ?" said he, showing him one made of 
gold. u No, this axe is not mine," said the countryman. 
"Perhaps this is it," said Mercury, presenting another 
made of silver. "No," said the countryman, " this is not 
mine:" "This then is yours," said Mercury, showing him 
one made of iron, and which was really the axe which he 
had lost. " That is truly the axe whose loss has afflicted 
me," said the peasant. " Take it then, and the other two that 
I have shown you ; receive them as a reward for thy hon- 
esty." Somebody having observed to a celebrated general, 
that the enemies whom he was going to fight appeared to 
be superior in numbers, "Be courageous," said the general, 
" we will count them when we shall have defeated them." 
Alas, my friend ! I have no money, and you are too poor 
to assist me. Oh, how pleasant it is to possess something 
that we can love ! 

EXERCISE No. XL 

A very poor poet finding some robbers in his house at 
night, said to them, without moving from his bed, " I can- 
not imagine what you are looking for in my house during 
the night, since I cannot find anything during the day." 
When Alexander marched towards Syria, several kings of 
the East came to meet him. Bravo, Miss, you have answer- 
ed well. Peter the Great, emperor of Russia, seeing at Sor- 



118 THE YOUTH'S GRAMMAR. 

bonne the tomb of the Cardinal Richelieu, exclaimed, u Oh, 
great man ! if thou wast still alive, I would give thee the 
half of my empire that thou mightst teach me to govern 
the other half. Queen Elizabeth having gone to see Chan- 
cellor Bacon in a country-house which he had built before 
his good fortune, " Whence comes it," said she, " that you 
have made such a small house?" u It is not I, madam," re- 
plied the Chancellor, " who have made my house too small ; 
it is you who have made me too large for my house." The 
mother, the wife and the daughter of Darius, afflicted and 
dejected as they were, could not help admiring the gener- 
osity of Alexander. 

EXERCISE No. XII. 

DEATH CHOOSING A PEIME MINISTER. 

Death, queen of Earth, upon a certain day 

Convened her court in full nrraj. 
She wished to choose a good Prime Minister, 
Who might her kingdom's wealth and strength enhance. 

To fill this office sinister, 
From Hell's dark depths, with tardy steps, advance 

Fever and Gout and bloody War, 

Three subjects of the first renown : 

All Earth, and Hell, both near and far, 

In honor of their deeds bow down. 
Death greets them each. Then Pestilence draws near ; 
His right to office all consider clear, 

And no one dares with him contend ; 
When, mjdst them all, a Doctor bold appears. 

'Tis thought the choice must now on lot depend ; 

For Death now seems upon a stand. 
But soon the Vices coming near by chance, 

Death, calling out, stretched forth her hand, 

And straightway chose Intemperance. 



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